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This work was supported by the Ministry of Science and Innovation through Project Indigo! under Grant PID2019-105951RB-I00/AEI/10.13039/501100011033.

Analysis of institutional authors

Chinchay, YussyCorresponding AuthorGomez, JavierAuthorMontoro, GermanAuthor

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Article

Designing Learning Technologies: Assessing Attention in Children With Autism Through a Single Case Study

Publicated to:IEEE Transactions on Learning Technologies. 17 2172-2182 - 2024-01-01 17(), DOI: 10.1109/TLT.2024.3475741

Authors: Chinchay, Yussy; Collazos, Cesar A; Gomez, Javier; Montoro, German

Affiliations

Univ Autonoma Madrid, Dept Comp Engn, Madrid 28049, Spain - Author
Univ Cauca, IDIS Res Grp, Popayan 190003, Colombia - Author

Abstract

This research focuses on the assessment of attention to identify the design needs for optimized learning technologies for children with autism. Within a single case study incorporating a multiple-baseline design involving baseline, intervention, and postintervention phases, we developed an application enabling personalized attention strategies. These strategies were assessed for their efficacy in enhancing attentional abilities during digital learning tasks. Data analysis of children's interaction experience, support requirements, task completion time, and attentional patterns was conducted using a tablet-based application. The findings contribute to a comprehensive understanding of how children with autism engage with digital learning activities and underscore the significance of personalized attention strategies. Key interaction design principles were identified to address attention-related challenges and promote engagement in the learning experience. This study advances the development of inclusive digital learning environments for children on the autism spectrum by leveraging attention assessment.

Keywords

Adaptive designAdultAttentionAutismInterventionsJoint attentionLearning technologiesPersonalized e-learninPersonalized e-learningSpectrum disordersStudentsYoung-children

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal IEEE Transactions on Learning Technologies due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 72/170, thus managing to position itself as a Q1 (Primer Cuartil), in the category Computer Science, Interdisciplinary Applications.

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-11:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 22 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

    • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
    • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/715917

    Leadership analysis of institutional authors

    This work has been carried out with international collaboration, specifically with researchers from: Colombia.

    There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (CHINCHAY MANCO, YUSSY MIRIAM) and Last Author (MONTORO MANRIQUE, GERMAN).

    the author responsible for correspondence tasks has been CHINCHAY MANCO, YUSSY MIRIAM.