Designing learning technologies for children with autism conditions: Bridging Gaps in HCI

• Autores: Yussy Miriam Chinchay Manco
• Directores de la Tesis: Germán Montoro Manrique (dir. tes.) , Javier Gómez Escribano (dir. tes.)
• Lectura: En la Universidad Autónoma de Madrid ( España ) en 2025
• Idioma: inglés
• Número de páginas: 109
• Títulos paralelos:
  • Diseñando tecnologías de aprendizaje para niños con condición autista: Superando brechas en HCI
• Enlaces
  • Tesis en acceso abierto en: Biblos-e Archivo
• Resumen

  • Autism is a complex neurodevelopmental condition marked by unique cognitive, sensory, and social communication patterns, alongside consistent, repetitive behaviours. Its increasing global prevalence underscores the need for technological approaches that genuinely support skills development. While learning technologies have the potential to significantly enhance digital learning for children on the spectrum, failing to carefully consider their cognitive profiles during design risks further marginalizing this population. This dissertation addresses these gaps through a multi-phase Human-Computer Interaction (HCI) project, grounded in Human-Centered Design (HCD), aimed at designing a digital learning ecosystem centered on children on the spectrum. Spanning three high-impact publications, this research uncovers critical shortcomings in current learning technologies and proposes actionable design guidelines to enhance children’s learning experiences and autonomy. The first publication presents a cross-sectional survey conducted during the COVID-19 pandemic to gain a comprehensive understanding of the needs of children on the spectrum within the context of HCI. Responses from 295 participants offered insights into the role of technology in addressing both educational and daily life needs, identified key challenges in existing technologies, and informed initial considerations for enhancing effective learning technology design. The second publication evaluates the limitations and opportunities of interactive learning systems, assessing the design of a first-hand acquired multiplatform dataset through heuristic evaluation and thematic analysis. The findings revealed primary characteristics of these systems and identified areas for improvement, refining design guidelines to foster the development of more accessible technologies. The third publication details a pilot study of the student profile module within the digital learning ecosystem, designed and implemented to address the challenges identified in previous phases, particularly those related to attentional focus. A single case study with a multiple-baseline design demonstrated the potential of customised attention strategies aligned to each child’s profile to enhance engagement with digital activities while reducing reliance on educator interventions. The comprehensive design principles and valuable lessons derived from this dissertation enable researchers to better understand the autism perspective in HCI, promoting the effective design of learning technologies tailored to the needs of children on the spectrum. Furthermore, this research advances HCI practices by bridging theoretical insights with real-world applications and expanding engagement with neurodiverse communities