Developing a mobile application to improve the learning of mathematical skills of children with Autism Spectrum Disorder in Rwanda

Abstract

Supporting the learning of children with Autism Spectrum Disorder (ASD) is challenging in an inclusive classroom. Different studies proved no medicine to cure the disease rather than providing intervention to improve their lives through education. Few Information Communication Technologies (ICTs) tools support existing learning systems for children with ASD in developed and developing countries. However, how to develop such a culturally sensitive digital tool for children with ASD is not yet documented in Rwanda. In this study, I conducted systematic research activities in four phases intending to develop a human centered mobile application in the Rwandan context to improve learning for children with ASD level 3 in Rwanda. I used Agile in software development methodology, Narrative literature review, Focus Group Discussions (FGDs), observation, quantitative data collection, and user testing as formative assessment approach to develop and evaluate the developed mobile application. In the first phase, I conducted four Focus Group Discussions (FGDs) with 54 participants: 20 teachers, 12 parents, 16 students with ASD, and six children with the standard intellectual capacity. The first phase of this study aimed to understand people's perceptions regarding the use of ICT to improve the learning of children with ASD, their effectiveness, the scope of using them in their context, and upcoming challenges during implementation. In the second phase, I conducted seven FGDs with 56 teachers and 14 parents to analyze how to adapt the available digital content to enhance the learning of children with ASD in an inclusive environment. The third phase used 55 participants: 40 children with ASD, five teachers, and ten parents of children with ASD to design, test, and evaluate the mobile application that improves the learning of children with ASD. The first phase of this study documented those children with ASD could self-learn when they have the digital tools with the cognitive software application. The second phase established the potential to recreate and gamify the existing content in a digital platform to meet the environmental context. Afterward, in the third phase, I demonstrated the methodologies to follow while developing a human centered mobile application to support the learning of children with ASD in a low-resource environment. This thesis has detailed findings of each phase of this study and general conclusions.