Graphic Animation: Innovative Language Learning for Autistic Children

Authors: Norfishah Mat Rabi, Rosma Osman, Norziana Mat Rabi

Abstract:

It is difficult for autistic children to mix with and be around with other people. Language difficulties are a problem that affects their social life. A lack of knowledge and ability in language are factors that greatly influence their behavior, and their ability to communicate and interact. Autistic children need to be assisted to improve their language abilities through the use of suitable learning resources. This study is conducted to identify weather graphic animation resources can help autistic children learn and use transitive verbs more effectively. The study was conducted in a rural secondary school in Penang, Malaysia. The research subject comprised of three autistic students ranging in age from 14 years to 16 years. The 14-year-old student is placed in A Class and two 16-year-old students placed in B Class. The class placement of the subjects is based on the diagnostic test results conducted by the teacher and not based on age. Data collection is done through observation and interviews for the duration of five weeks; with the researcher allocating 30 minutes for every learning activity carried out. The research finding shows that the subjects learn transitive verbs better using graphic animation compared to static pictures. It is hoped that this study will give a new perspective towards the learning processes of autistic children.

Keywords: Autistic, graphic animation, language learning, transitive verbs.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1124343

References:

[1] Abdullah Hassan, Grammar, morphology and syntax in Malay Language for teacher and student, Pahang: PTS Publication & Distributor Sdn Bhd., 2002, ch 3.
[2] B. Tversky, J.B. Morrison, & M. Bétrancourt, “Animation: Can it facilitate?”, International Journal of Human-Computer Studies, vol. 57, 2002, pp 247-262.
[3] C.D. Mercer, & A.R., Teaching students with learning problems, 6th. ed. Merill Prentice Hall, New Jersey: Macmillan Publishing Company, 2001.
[4] E.B. Raymond, Learners with mild disabilities: A characteristics approach. MA: Allyn & Bacon, 2000.
[5] J.C. Travers, K. Higgins, T. Pierce, R. Boone, S. Miller, & R. Tandy, “Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction”. Education and Training in Autism and Developmental Disabilities, vol. 46, Issue 3, September 2011, pp 326-338.
[6] J. Obaray, Autisme in children, 2000.
[7] J.S. Yaw, C.H. Skinner, J. Parkhurst, C.M. Taylor, J. Booher, & K. Chambers, “Extending research on computer-based sight-word reading intervention to a student with autism”, Journal of Behavioral Education, vol. 20, 2011, pp. 44–54.
[8] J. Wray, N. Silove, & H. Knott, “Language disorders and autism”, The Medical Journal of Australia in http://www.mja.com.au.
[9] Jamaluddin, Multimedia, concept and practice, Kuala Lumpur: Venton Publishing, 2005, ch 3.
[10] K.G. Butler, K. & E.R. Silliman, Speaking, reading and writing in children with language learning disabilities, Lawrence Erlbaum Associates, Publishers. New Jersey, 2002.
[11] M. Strock, Autism spectrum disorders (pervasive developmental disorders, 2004.
[12] Malaysian Education Ministry, Standard curriculum for Malay Language in Year One Primary School, Kuala Lumpur: Curriculum Development Center, 2010, pp 10-15.
[13] Malaysian Education Ministry, Malay language syllabus for Year One, Kuala Lumpur: Curriculum Development Center, 2010, pp 7-11.
[14] M.A. Preissler, Associating learning of pictures and words by low-functioning children with autism, pp 201-208, Sage Publication, 2008.
[15] Norfishah Mat Rabi, The Uniqueness personality of autistic children in Malaysia, Penang: Malaysia Science University Publisher, 2015, ch 4.
[16] P.A. Leytham, T. Pierce, J. Baker, J., S. Miller, & D. Tandy, “Evaluation of the nonverbal reading approach for two 12 to 13-year-old students with ASD”, Research in Autism Spectrum Disorders, vol. 9, January 2015, pp 68–76.
[17] Qin Zheng, Zhongheng Jia, Dandan Liang, “Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism”, Research in Autism Spectrum Disorders, vol. 10, 2015, pp 51-58.
[18] R.K. Lowe, “Animation and learning: Selective processing of information in dynamic graphics”, Learning and Instruction, vol. 13, 2003, pp 247-262.
[19] R.E. Mayor & R. Moreno, “Animation as an aid to multimedia learning”, Educational Psychology Review, vol. 14, 2002, pp 87-99.
[20] R. Pry, A. Peterson, & A. Baghdadli, The relationship between expressive language level and psychological development in children with autism 5 years of age, pp 179-189, Sage Publication, 2005.
[21] S. Chiat, Understanding children with language problems, United Kingdom: Cambridge University Press, 2000.
[22] S.N. Elliott, T.R. Kratochwill, J. L. Cook, & J.F. Travers, Educational psychology: Effective teaching, effective learning, 3rd. ed. Boston: McGraw-Hill Companies, 2000.
[23] S.J. Kuder, Teaching Students with Language and Communication Disabilities, 2nd ed., Boston: Pearson Education, Inc., 2003.