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However, Chinese children with dyslexia may exhibit visuospatial deficit hence, may not take full advantage of our application because it relies heavily on audio-visual contents. For the sake of flexibility, the language used to compile the material could be either Chinese or local dialect (or other languages).Īlthough our target users are children with ASD, those with dyslexia or typically developing ones could also use our application. The material could be customized by parents following instructions from special education teachers, and used anytime by the children for both reinforcement and entertainment purposes, which, hence, extending the intervention beyond regular schooling time. Therefore, most children are expected to learn both Chinese and their local dialect at the same time, which increases the burden for those with language-learning impairment.įor the above reasons, we proposed a lightweight mobile learning application that support customization of learning material based on the children’s needs. In such cases, most children are under care of their grandparents who may not speak the official Chinese language (there are more than 100 vigorous dialects used in China ), while it is the mandatory language used at school. However, many parents of autistic children in China may not have much time to be with their child due to economic pressure and expensive educational cost for children with ASD, a phenomenon we also observed during our numerous testing sessions in the past year. In addition, previous studies have proven that parent’s response (verbal comments) to the child’s focus of attention will positively impact the child’s language skill development, especially for children with ASD.

Those said, we posit that using familiar image (photos) as learning material would ease the children’s learning process in a highly customizable mobile learning environment. , who argued that more ‘ flexible and individually adaptable learning environments’ for children with ASD are highly desired (, p.

However, very little previous empirical evidence directly examine this issue according to a recent survey by Virnes et al. Previous researches have shown that children’s familiarity with therapist/examiner and task settings has been crucial in reducing their anxiety, which is typically less outwardly visible even to parents and special education teachers. Children with autism spectrum disorders (ASD) usually have relatively stronger visual and memory skill but weaker verbal ability hence, visual cues are especially important in their language learning.

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