Identification, Analysis and Prioritization of Requirements for Gamified Applications to Support the Teaching of Children with Down's Syndrome
DOI:
https://doi.org/10.5753/rbie.2019.27.01.154Keywords:
Gamification, Language Acquisition, Requirements Engineering, Down’s Syndrome, Special Education, LiteracyAbstract
Down syndrome (DS) is the most common genetic cause of intellectual disability in the world, requiring more attention, especially, in relation to literacy processes. Despite the efforts of previous work, there are still few studies that help in the process of literacy and language acquisition and that simultaneously provide education and fun. This work presents the results of a research that aims to elicit and validate requirements that can guide the development of gamed software that assist in the process of literacy and language acquisition for children with DS in a playful way. Therefore, the study elicited the requirements from literature review, software product analysis and interviews with experts and people with DS. The results suggest that the requirements found may give the expected support to the literacy of people with DS. This work contributes to the development of applications for language acquisition and literacy in children with DS, considering that it provides information about requirements, their classes and their validations, working, in future, as a guide for the development of such applications.
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Copyright (c) 2019 Igor V. de Souza, J. Antão B. Moura, Joaquim J. C. M. Honório, C. S. A. Ghirello-Pires, Uwe Terton
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