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Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment
A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7035352/ https://www.ncbi.nlm.nih.gov/pubmed/32081920 http://dx.doi.org/10.1038/s41598-020-60014-5 |
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author | da Cruz Netto, Ovidio Lopes Rodrigues, Silvia Cristina Martini de Castro, Marcus Vasconcelos da Silva, Diego Pereira da Silva, Robson Rodrigues de Souza, Richard Ribeiro Brancato de Souza, Adriana A. Ferreira Bissaco, Marcia Aparecida Silva |
author_facet | da Cruz Netto, Ovidio Lopes Rodrigues, Silvia Cristina Martini de Castro, Marcus Vasconcelos da Silva, Diego Pereira da Silva, Robson Rodrigues de Souza, Richard Ribeiro Brancato de Souza, Adriana A. Ferreira Bissaco, Marcia Aparecida Silva |
author_sort | da Cruz Netto, Ovidio Lopes |
collection | PubMed |
description | A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present the virtual environment “Nossa Vida (Our Life)”, which was developed to assist children with Down syndrome to memorize action sequences of their daily routine. A daily routine memorization test (DRMT), consisting of a weekly reminder of typical daily routines completed by the children and parents, was performed before (pre-test) and after (post-test) the intervention. The work involved a multidisciplinary team and assessed the effectiveness of the test performed by 30 children with Down syndrome from APAE, a special education school for children with intellectual disabilities in São Paulo, Brazil. The children were separated into two groups (Experimental - GE and Control - GC) with homogeneity and normality of the data. Two hypotheses were tested in this study: H0 and H1, where: H0 = There is no statistical difference between memorizing daily tasks between individuals with Down syndrome who used our ludic virtual environment and those who used the conventional memory method.H1 = There is a difference between the group of subjects with Down Syndrome who used our virtual game environment and the group that did not use it in relation to memorizing the daily task. This produces t = -14.98 and p <0.0001, with H1 being accepted. The results showed that the EG presented significance in relation to the CG and the evolution mean of the children in the EG was 81.82% higher. According to experts (psychologist and pedagogue) from APAE and parents, the playful activities implemented in this virtual environment have been of great interest to children, who had fun, tested hypotheses and questioned them about the sequences of actions performed in their routine daily. |
format | Online Article Text |
id | pubmed-7035352 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-70353522020-02-28 Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment da Cruz Netto, Ovidio Lopes Rodrigues, Silvia Cristina Martini de Castro, Marcus Vasconcelos da Silva, Diego Pereira da Silva, Robson Rodrigues de Souza, Richard Ribeiro Brancato de Souza, Adriana A. Ferreira Bissaco, Marcia Aparecida Silva Sci Rep Article A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present the virtual environment “Nossa Vida (Our Life)”, which was developed to assist children with Down syndrome to memorize action sequences of their daily routine. A daily routine memorization test (DRMT), consisting of a weekly reminder of typical daily routines completed by the children and parents, was performed before (pre-test) and after (post-test) the intervention. The work involved a multidisciplinary team and assessed the effectiveness of the test performed by 30 children with Down syndrome from APAE, a special education school for children with intellectual disabilities in São Paulo, Brazil. The children were separated into two groups (Experimental - GE and Control - GC) with homogeneity and normality of the data. Two hypotheses were tested in this study: H0 and H1, where: H0 = There is no statistical difference between memorizing daily tasks between individuals with Down syndrome who used our ludic virtual environment and those who used the conventional memory method.H1 = There is a difference between the group of subjects with Down Syndrome who used our virtual game environment and the group that did not use it in relation to memorizing the daily task. This produces t = -14.98 and p <0.0001, with H1 being accepted. The results showed that the EG presented significance in relation to the CG and the evolution mean of the children in the EG was 81.82% higher. According to experts (psychologist and pedagogue) from APAE and parents, the playful activities implemented in this virtual environment have been of great interest to children, who had fun, tested hypotheses and questioned them about the sequences of actions performed in their routine daily. Nature Publishing Group UK 2020-02-21 /pmc/articles/PMC7035352/ /pubmed/32081920 http://dx.doi.org/10.1038/s41598-020-60014-5 Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Article da Cruz Netto, Ovidio Lopes Rodrigues, Silvia Cristina Martini de Castro, Marcus Vasconcelos da Silva, Diego Pereira da Silva, Robson Rodrigues de Souza, Richard Ribeiro Brancato de Souza, Adriana A. Ferreira Bissaco, Marcia Aparecida Silva Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title | Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title_full | Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title_fullStr | Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title_full_unstemmed | Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title_short | Memorization of daily routines by children with Down syndrome assisted by a playful virtual environment |
title_sort | memorization of daily routines by children with down syndrome assisted by a playful virtual environment |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7035352/ https://www.ncbi.nlm.nih.gov/pubmed/32081920 http://dx.doi.org/10.1038/s41598-020-60014-5 |
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