Vol. 31, 2022
A new decade
for social changes
ISSN 2668-7798
www.techniumscience.com
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Technium Social Sciences Journal
Vol. 31, 115-130, May, 2022
ISSN: 2668-7798
www.techniumscience.com
IoT Applications help people with Autism
Anestis Fotoglou, Ioanna Moraiti, Katerina Dona, Alexandra Katsimperi,
Konstantinos Tsionakas, Zoi Karabatzaki, Athanasios Drigas
Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece
anestis.fotoglou@gmail.com, Ioanmora2@helit.duth.gr, kdona2008@hotmail.com,
alexandra.kats88@gmail.com, kons_tsio@yahoo.gr, zkarabatzaki@gmail.com,
dr@iit.demokritos.gr
Abstract. This article is aimed at teachers, parents, caregivers, and everyone interested in special
education and the autism spectrum. The purpose is to present the usefulness of technological
applications in special education and specifically refers to the usefulness of Internet of Things
applications in Autism disorder. Digital technologies have come actively into everyday life to
provide solutions even in a complex fields such as special education. Technology and the internet
of things promise to people who belong to the autism spectrum but also to their parents’ solutions
that aim at their integration into society. Smart devices save time, data, and several treatments.
The Autism Spectrum Disorder, the IoT technology in the field of Medicine - IoT, the IoT
applications with the help of artificial intelligence, and the skills acquired by people with autism
because of these technological innovations are some of the fields that will be analyzed.
Keywords. Internet of Things, Autism, Assistive technologies, Smart devices, Assistive
learning, IoT, ASD, MIoT, AIoT, AI, Artificial Intelligence, Special Education
1.
Introduction
In the Information Era all forms of ICTs, like web and mobile applications, AI &
STEM tools, serious games, e-learning and tele-education services, etc., are exploited in general
and special education [72-79]. Digital technologies can support various educational procedures
in general and special education and in other related domains [80-87, 99-114] more effectively
from an emotional perspective, and from an inclusiveness point of view. Going through the
technology area, we behold that it has entered people's lives in many ways. Either with smart
devices, or with smart homes, or smart mobile phones. The question is, can the development of
technology help special education and more specifically in the field of autism? Can smart
devices provide smart solutions to improve the daily lives of people with autism and draw on
data that will enhance their treatment plan? This article mentions internet applications and how
these applications can be turned into social and cognitive skills for people with autism but also
to record the evolution of their treatments, and data important for their caregivers and teachers.
It is possible in real-time to improve their responses to sensory stimuli that exist in the
environment. As you will read below, there is a direct relationship between sensory processing,
attention, and memory. The sensors that the devices have given a lot of information that is
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important to develop and study. Artificial intelligence algorithms manage applications to
function as the human mind and give the user the necessary information to advance the skills
of the individual.
2.
Autism
Autism Spectrum Disorder (ASD) is a broad term used to describe a group of
neurodevelopmental conditions. These situations are characterized by differences in
communication and social interaction. People with ASD often have problems with social
communication and interaction, as well as limited or repetitive behaviors or interests. It is
known that there isn’t one type of autism but many subtypes, most influenced by a combination
of genetic and environmental factors. Autism is a spectrum disorder, that’s why every person
with autism has a unique set of opportunities and challenges. How people with autism learn,
think and solve problems can range from the individual's high potential to serious weaknesses.
Some people with ASD may need significant support in their daily lives, while others may need
less support and, in some cases, live completely independently. It is important to note that some
people without ASD may also have some of these characteristics. Simply put, for people with
ASD, these characteristics can make life very difficult. ASD is found in people from all over
the world, regardless of race and nationality, culture, or economic background. Signs of autism
usually appear at the age of 2 or 3 years. Some related developmental delays can occur even
earlier and often, they can be diagnosed as early as 18 months. Research shows that early
intervention in people with autism leads to positive outcomes for their lives later.
Autism is a disorder that is affecting more and more people. In addition, it can coexist
with other types of developmental disorders such as perceptual and expressive developmental
disorders, learning disabilities, and stuttering. According to DSM 5 (Am. Psychiatr. Assoc.
2013). there are changes compared to the previous version of DSM 4. The diffuse
developmental disorder was merged into a single ASD category and social communication
disorder was also added. ASD now includes all the elements of diffuse developmental disorder,
Asperger's disorder, and diffuse developmental disorder — unspecified. In the last manual,
there are now two criteria that the child must meet for autism spectrum disorder. The first,
retained as in the previous version, is the limited and repetitive stereotypical behaviors and the
second is merged into a category that indicates difficulties in social communication. In addition
to the first criterion, a subcategory of symptoms was added that reflects sensory difficulties.
Another big change in the DSM 5 is the division of the autistic spectrum into 3 gravity
categories based on the level of functionality. We find Level 3 - "Need for particularly enhanced
support" (serious difficulties in socialization and flexibility), Level 2 - "Need for enhanced
support" (significant difficulties), and Level 1 - "Need for support" (difficulties above).
Children on the Autism spectrum need to be systematically evaluated for their abilities
and difficulties, in order to find appropriate therapeutic and educational goals that meet their
educational needs. In the school environment, the symptoms are able to be perceived in the
form of learning difficulties, hyperactivity, anxiety disorders, emotional disorder, and sensory
difficulties. In the community, there is a large number of educational approaches that have been
designed. Despite the disagreements of their supporters, a common component reflects the
general principles such as the clarity of the teacher's approach, the stability, and repetition of
his goals, the perception of the specificity of the autistic disorder, and the flexibility in the
appropriate structure of the environment. The internet of things is therefore a very easy to use
and at the same time smart tool in the hands of teachers, therapists, parents, and caregivers to
approach, evaluate and intervene in autism spectrum disorder. Specifically, a combination of
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new technologies emerges in a general context but also in a more specific one with the specific
system and tries to replace to some extent a deficit in the attention, interaction, and
communication of these children. It is thus achieved as we will see an inextricably linked
relationship between attention and learning readiness.
The smart system consists of a computer, internet, and sensors. By connecting to each
child's computer and providing us with information about their movements through the sensor,
they help their therapists and caregivers in real-time to observe the reactions and have a picture
of their sensory profile. In addition, it can stimulate and regulate the sensory systems so that
there is a sufficient level of alertness. These functions make it calmer to respond to the learning
context through visual perception activities by providing stimuli such as vibrations in the chair,
adjusting appropriate lighting and smells in the space. In addition, the lack of understanding of
other people's feelings and thoughts (empathy) as well as the difficulty of neurotypicals in
interpreting their own feelings was supplemented and aided by the significant contribution of
internet devices. The design was holistic and therefore included bio-sensory, behavioral data as
well as techniques applied to social psychology. The materials used for this purpose and helped
in its implementation were a clock worn by the child for measurement, touch and pressure
sensors for the observation of body movements and facial expressions, and a camera to record
the moments. Additionally, receptors were placed on specific toys. With the help of the internet,
the relationship between the child's contact and behavior such as his preferences and feelings
could be recorded.
As it is mentioned below, the Internet of Things can contribute in many ways to the
difficulties, and IoT enhance the efforts of therapists and parents to create the right sensory
environment for children with autism and improve their social and cognitive skills. and their
overall quality of life.
3.
Internet of Things
One of the greatest innovations of the 20th century is the Internet of Things, which
manage to connect all electronic devices locally or even on the internet. The term IoT was
coined in the late 1990s by businessman Kevin Ashton. [40] The Internet of Things (IoT) is a
concept that refers to everyday objects, such as vehicles, buildings, industrial devices, and
wearable devices, which with the help of sensors and low-capacity processors collect data and
take some action on a network. Depending on the case, sensors can be used that measure
temperature, steps, humidity, blood sugar, air composition, etc. IoT enables objects to be
controlled remotely. IoT can also collaborate with mobiles [62-71] to deliver and support
various services. The data collected by the objects end up in another device that plays the role
of mediator to be analyzed and utilized. The user has the supervision and control of the data
whenever needed. For this reason, it is common for the device where the data ends up to be the
smartphone since the user almost always has it with him and can control the data at any time.
The Internet of Things, widely known as IoT, has made its presence felt in the medical industry
as well. This has led to the emergence of a new term, Internet of medical things or IoMT, which
refers to healthcare items. IoMT can be defined as a system in which medical devices
interconnect and communicate using computer networks. These devices and applications store
the collected data on cloud platforms from where it is easily accessible by healthcare providers,
who can use it to perform real-time analysis and take timely medical action. The information
collected by the smart devices is also used for medical research and analysis.
IoMT that has revolutionized the field of healthcare by enhancing treatment and
improving patient prognosis. Similarly, IoT contributes to disorders such as Autism Spectrum
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Disorder (ASD). We can find IoMT functions in the treatments of autistic individuals in the
following important pillars
1)
Emergency services
If the autistic person is in an emergency or accident using IoT, the caregivers and
parents of the individual receive the corresponding notifications and are informed about the
condition of the individual. The notifications are transferred in real-time resulting in the timely
and valid intervention of the caregivers.
2)
Patient information management
A very useful pillar served by the help of the internet of things in healthcare is the
management of patient information. The medical history is stored online along with other
patient data. In this way, the person receives the necessary treatment.
3)
Remote monitoring and real-time medical assistance
The internet of things and the many portable devices with sensors that people with
autism or patients, in general, can wear enable their caregivers to know every minute the correct
data about their health and to intervene at the right time. In addition, the internet of things helps
people with disabilities stay in the comfort of their own homes and stay connected to
professional doctors in real-time.
4)
Research and Data Analysis
According to the Internet of Things solutions, medical research can easily and quickly
gather huge amounts of data. If done manually, this process would take years. With the use of
Internet of Things technologies, detailed data are recorded about each patient's illness,
symptoms, and treatment plan. Then after entering the data of each patient into a database they
give valuable information in the field of medicine. They help develop better treatments but also
help health care centers make faster treatment and diagnosis decisions with less chance of error.
[41]
Based on the above, the Internet of Things and specifically the Internet of Medical
Things is a very important discovery for patients, people with disabilities, caregivers, and their
doctors. With IoMT devices they have a better quality of life and acquire many capabilities
which will be mentioned below.
4.
IoT Applications for people with autism
A communication system for children on the autism spectrum enables new
technologies to help them integrate and adapt better to a learning environment with the ultimate
goal of improving their quality of life. More specifically, this system consists of a computer,
internet, and sensors. By connecting to each child's computer and providing us with information
about their movements through the sensor, they help their therapists and caregivers in real-time
to observe the reactions and have a picture of their sensory profile. In addition, it can stimulate
and regulate the sensory systems so that there is a sufficient level of alertness. These functions
make it calmer to respond to the learning context through visual perception activities by
providing stimuli such as vibrations in the chair, and adjustment of appropriate lighting and
smells in the space.
A system was studied that consists of sensors such as a microphone and heart rate
sensors that manage and collect information about the behavior and communication skills of
each child. Connected via the Internet to the central computer unit it could collect data stored
on a card. So there was a complete picture of each child at all stages of social communication
as well as information about his sensory profile.
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In addition, there is an IoT framework that utilizes the detection capabilities of modern
smartwatches to detect stereotypical behaviors in children with autism. The built-in
accelerometer of the smartwatch worn on the wrist of individuals is used to detect three of the
most common stereotypical behaviors that occur in a person with autism when the individual is
trying to regulate sensory input from their environment. The framework aims to utilize the
detection capabilities of modern smartwatches to detect and monitor individuals' behavior to
facilitate clinical evaluation. It consists of a smartwatch, a smartphone with an application for
data collection, an accelerometer sensor, and machine learning algorithms to detect and classify
repetitive behaviors.
Numerous studies have been conducted to develop and evaluate tools for identifying
the physical and emotional activity of people with autism. The data is collected by the
accelerometer according to the movements of the individual's hands and with the help of various
measurements including the maximum & minimum value, the variation, the entropy, the Fourier
transform, the cosine transform, the Z transformation, etc.
The exported data is stored in the cloud for future processing. The innovation of the
methods and algorithms used in this study proves that it is possible to record motion data from
a smartwatch. It all starts with sensors located in the environment or the body of the child and
with the help of Bluetooth or the internet the data is sent to the ASD IoT system. There, various
devices are configured so that applications can access the data. Through these devices, we
observe the interpretation of the data. The portable sensor informs us about the emotional state
of children with ASD through pulse sensors and the accelerometer. Sensors in our environment
provide information on room temperature and activity control. The goal of both categories of
sensors is to provide us with real-time information to avoid injury and a better quality of life.
The education of children with autism in treatment and care centers as well as in special
schools is very important for both the children themselves and the parents. Unfortunately,
nowadays it is not possible to monitor every child at any time by a caregiver. This article
analyzes the effort of IoT to offer through advanced technology significant help for their
independence, their autonomy, and the increase of attention.
Going to the technical characteristics of this system, it is observed that it consists of
three pillars. One sensor unit, one processing unit, and one application unit. It all starts with the
first detection team which consists of a variety of sensors such as motion, GPS, audio,
accelerometers, and heart rate. This activates a portable device from the above sensors. The
GPS sensor determines the physical location of the child using latitude and longitude. With the
accelerometer and the motion sensor, behaviors that lead to self-traumatic actions can be
distinguished in the child. The sound and heart rate sensors detect signals that facilitate the
observation of emotions expressing happiness, anger as well as lack of pulse.
In the processing unit, all the data recorded by the sensors will be entered, stored via
the Internet, and evaluated to instruct the monitoring application to send a warning signal. The
application is installed on smart devices for parents and caregivers of children. When it has been
ascertained what the structural characteristics of the system consist of, the way and how the
mechanism is activated will be pointed out. The database is divided into three values (low,
medium, and high). According to the measurements made by the signals of the sensors, when
the values are high or medium they send signals for hyperactivity and low attention. This is how
the device rings for help from caregivers.
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5.
Skills gained by children with autism through IoT devices – Relationship
between sensory processing with social and cognitive skills
An important feature of the clinical descriptions of Autism Spectrum Disorder (ASD)
is difficulty in maintaining sensory regulation and processing, difficulty in social
communication, and non-cognitive flexibility. There is evidence that the sensory profile of
children with autism differs from that of the typical early onset of the disorder and affects social
functioning, behavior, and emotion. We, therefore, understand the direct relationship between
sensory integration and cognitive and social skills.
This process aims to identify the sensory information that creates overload resulting in
unwanted responses in hypersensitive individuals with ASD. The recording of sensory inputs
that disrupt the desired level of stimulation can be performed in different environments in the
form of loud sounds, bright lights, hot or cold weather, strong smells, and a sudden change of
direction of the body and head. The latter occurs due to hypersensitivity of the vestibular system
resulting in reacting by flight or fight. The process we are examining is implemented with the
help of IoT. More specifically, touch and pressure sensors are used to monitor body movements
and facial expressions, heart rate sensors that manage and collect information to observe
emotions expressing happiness, anger as well as lack of pulse, and in addition sensors that
regulate the current real-time environment for people with ASD with chair or bed vibrator
control, light control to adjust room light, odor control to control room odor and finally sound
control to emit soothing sounds.
The goal of IoT is the supportive intervention of hypersensitive individuals with ASD
by creating three axes on which it moves. First, the data is collected by locating the sensory
information that is useful to us for the image of the person, then we move on to the second stage
where the monitoring takes place, the data analysis and decision making in real-time, and finally
the level of notification to caregivers, parents, therapists depending on the environment of the
person and the ultimate goal is to provide sensory information about the person through natural
stimuli such as the vibration of the chair and bed while relaxing the child, providing odors that
he likes as well as videos with color images improving the process of attention as the optical
system is an important factor in regulating the individual. It is very important to identify the
cause that causes the outburst of emotion through sensory overload. In the way we analyzed
above, timely information is given to the person with ASD. The result of this balance is the
reduction of hyperactivity, aggression, the ability to maintain attention and memory that
enhanced learning readiness, and the development of social communication. Educational
strategies based on metacognition, mindfulness, meditation and emotional intelligence
cultivation [46-61, 115-130] when incorporated with IoT in educational procedures for autistic
are very successful. Also the exploitation of games [94-98] within the domain of IoT can be
beneficial.
As we understand the combination of the smart environment with new technologies
and more specifically with IOT can be used in homes to improve their quality of life as well as
in schools and other support centers for students with ASD for the development of social and
cognitive skills.
6.
AI and IoT
The Internet of Things and Artificial Intelligence are two of the most emerging
technologies in the world right now.
AI applications [88-93], or artificial intelligence plays an essential role in the operation
of IoT applications as it is located in many areas such as vision sensors, to locate the location
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but also to help devices learn and process information like a human. Artificial intelligence
powers IoT applications. The combination of Artificial Intelligence with IoT is known as AIoT.
AIoT promises internet users a connected future, intelligence along with data. Many AI projects
have been created to enhance the Internet of Things. Some of them is a system that helps detect
traffic accidents and illegal parking but also a system that helps ambulances reach their
destinations by changing traffic signals. In addition, with the above technologies, a class
monitoring system has been created. This system scans the room every 30 seconds. The
algorithm is then able to identify each student's emotions (sad, happy, angry, or bored) along
with their behavior. This explains his good or bad performance in his lessons. The whole idea
of artificial intelligence is to capture more active data from IoT devices.
AI and the Internet of Things are used in many medical applications and autistic people
can be helped by the proper use of automated systems. In addition, it is well known that early
detection of autism can ensure the early treatment of individuals. This can be achieved with the
processing power of AI. IoT devices such as cameras, sensors, and virtual reality can be very
useful in analyzing the expression and monitoring the behavior of an autistic person. Continuous
therapy can also be ensured using AI sensors and digital devices. An additional feature that
helps individuals is the visualization of the material used by their therapists. Therefore, AIenabled games can add a new dimension to this field and the acquisition of skills by individuals.
Everyday life leads to a smart society with thousands of smart devices replacing clocks,
brooms, and household appliances that opened at the touch of a button. Nowadays, devices with
the possibility of artificial intelligence are everywhere. People through them do not need to
intervene in various fields and human intervention is reduced by a physical presence in the
space. Accordingly, it would be beneficial to design these devices for people with autism, as
human intervention could be significantly reduced and individuals' skills would be enhanced.
IoT devices will contribute to the self-service of individuals and will live independently with
the help of these devices. In this way, their integration into society will take place. Research has
shown that mobile applications can be effective in treating ASD by acquiring the necessary
skills and one of the greatest achievements of the research was the treatment of hoarseness in
autistic people as well as being visible through applications and recognizing emotions of autistic
people.
There is interest in how Artificial Intelligence can be combined with the Internet of
Things. To make that happen, data collection is important, in any project that is to be
implemented, data is initially collected. Determining the quantity, quality, and type of data is
vital to the development of Artificial Intelligence on the Internet of Things.
AIoT is mutually supportive of both AI and IoT technologies. AI adds value to IoT
technology through machine learning capabilities and on the other hand, AI can benefit from
IoT through the connectivity and low power processors that smart devices provide.
Additionally, useful for AI from IoT solutions are signaling and data exchange as there is a
large number of unstructured human-oriented and machine-generated data. AI structures and
analyzes the data provided by the IoT solution and gives value to the information provided by
this data.
7.
AI helps people with autism
Managing autism is difficult as everyone is affected in different ways. There is nothing
that can be offered as a standard treatment, each diagnosis is considered a unique case.
Therapists have to devote a lot of time to devising custom plans for each of their clients. These
designs may not work and need to be optimized over and over again until they start to see
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positive changes. The key to helping people with ASD is to acquire skills that will facilitate
their school life, workplace, and living in general. Technology using artificial intelligence
already helps to develop similar life experiences by providing the right products.
ASD concerns expressions, emotions, and body language in general. For this reason,
various electronic devices such as "smart glasses" with artificial intelligence were created to
help with emotional recognition. For example, when an adult or a child wears glasses, they are
given feedback tailored to their exact needs. He does not need someone to explain to him and
he can react on the spot. It can detect changes in emotional states and reduce stress during any
learning process. Studies have also shown that robots help educate children with ASD. Their
purpose is to give autistic children practice by identifying facial expressions, social interaction,
and the appropriate response to social cues.
Artificial intelligence-based applications are less expensive and easier to integrate into
ordinary homes, schools, and therapists than high-tech robots. There are many autism
applications on the market that support behavioral therapy and learning, but most are relatively
straightforward tools.
Workplaces are also beginning to focus on digital learning as a face-to-face preference,
which also benefits people with ASD. Artificial intelligence training can provide participants
with lessons at different stages of the process, which are delivered in different ways, depending
on how they work best. For example, artificial intelligence algorithms can identify if someone
is not yet ready for module B and will continue to train them in module A until they are ready
to move on to the next module. This training style helps reduce the likelihood of stress and
anxiety in the workplace for everyone.
8.
Discussion
This article concerns the involvement of IoT in the needs of special education and ICT
in general. It is based on some of the most representative research of the last decade, which by
utilizing online objects could make life easier for people with autism - people with special
educational, cognitive, and social needs. The solutions are provided not only to the individuals
themselves but also to their caregivers, therapists, teachers, and parents. Understanding the
rights and needs of every child and providing good quality teaching, assessment, and treatment
through digital technologies are the most important factors that help individuals gain access to
appropriate treatment intervention tools for a better quality of life. It was found how important
the impetus that technology can offer to the existing approaches for children with autism and
how it can devise new methods of rehabilitation. Her contribution to the construction of such a
sensory profile of children was identified, as capable of providing a field for the development
of cognitive and social mechanisms to a faster degree. When a therapist or teacher or even a
parent of an autistic person uses an IoT technology solution has the opportunity to study the
autistic person's progress because his or her daily treatments are recorded in the form of a
history. In addition, information about the emotions of the autistic person is distinguished with
IoT solutions. Technology stands next to special education and gives the opportunity for a
greater perspective to people on the autism spectrum to acquire additional skills and their
parents the absolute self-awareness of their treatments while children are at home next to them
or even remotely through corresponding applications. The importance of this kind of research
about digital technologies in special education is in its early stages. In the near future technology
will be the main helper of all treatments and more and more scientists will investigate this major
issue.
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[53] Mitsea, E., & Drigas, A. (2019). A journey into the metacognitive learning strategies.
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[55] Pappas, M. A., Polychroni, F., & Drigas, A. S. (2019). Assessment of mathematics
difficulties for second and third graders: Cognitive and psychological parameters. Behavioral
Sciences, 9(7), 76. https://doi. org/10.3390/bs9070076.
[56] Karyotaki M and Drigas A 2016 Latest trends in problem solving assessment International
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for Mathematical Cognition. International Journal of Emerging Technologies in Learning
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Perception and Text Comprehension. It’s a Matter of Perception! International Journal of
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[60] Drigas A, M. KARYOTAKI AND C. SKIANIS, “Success: A 9 Layered-based Model of
Giftedness,” International Journal of Recent Contributions from Engineering, Science & IT
(iJES), vol. 5, no.4, pp. 4-18, 2017. https://doi.org/10.3991/ijes.v5i4.7725
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relationship: A theoretical overview. Research, Society and Development, 10(5),
e46410515288. https://doi.org/10.33448/rsd-v10i5.15288
[62] Gkeka E. G., E. K. Agorastou, and Drigas A, “Mobile multimedia education for language
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[63] POLITI-GEORGOUSI S., & DRIGAS A. Mobile Applications, an Emerging Powerful
Tool for Dyslexia Screening and Intervention: A Systematic Literature Review. International
Journal
of
Interactive
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2020,
14(18):
4–17.
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[64] Drigas, A., Dede, D.E., & Dedes, S. (2020). Mobile and other applications for mental
imagery to improve learning disabilities and mental health. International Journal of Computer
Science Issues (IJCSI), 17 (4), pp.18-23. http://doi.org/10.5281/zenodo.3987533
[65] Papoutsi C., Drigas A, and C. Skianis, “Virtual and augmented reality for developing
emotional intelligence skills,” Int. J. Recent Contrib. Eng. Sci. IT (IJES), vol. 9, no. 3, pp. 35–
53, 2021. https://doi.org/10.3991/ijes.v9i3.23939
[66] Vlachou J. and A. Drigas, “Mobile technology for students and adults with Autistic
Spectrum Disorders (ASD),” International Journal of Interactive Mobile Technologies, vol.
11(1), pp. 4-17, 2017
[67] Karabatzaki, Z., Stathopoulou, A., Kokkalia, G., Dimitriou, E., Loukeri, P. I., Economou,
A., & Drigas, A. (2018). Mobile Application Tools for Students in Secondary Education. An
Evaluation Study. International Journal of Interactive Mobile Technologies (iJIM), 12(2), 142161
[68] Drigas A, Kokkalia G., and A. Economou, “Mobile Learning For Preschool Education,”
Int. J. Interact. Mob. Technol., vol. 10, no. 4, p. 57, Oct. 2016. https://doi.org/10.3991/
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[69] Drigas A, and P. Angelidakis, 'Mobile Applications within Education: An Overview of
Application Paradigms in Specific Categories', International Journal of Interactive Mobile
Technologies (iJIM), vol. 11, no. 4, p. 17, May 2017. https://doi.org/10.3991/ijim.v11i4. 6589
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[70] Stathopoulou A., D. Loukeris, Z. Karabatzaki, E. Politi, Y. Salapata, and A. Drigas,
“Evaluation of Mobile Apps Effectiveness in Children with Autism Social Training via Digital
Social Stories,” Int. J. Interact. Mob. Technol. (iJIM); Vol 14, No 03, 2020
[71] Papoutsi C., Drigas A, and C. Skianis, “Mobile Applications to Improve Emotional
Intelligence in Autism – A Review,” Int. J. Interact. Mob. Technol. (iJIM); Vol 12, No 6, 2018
[72] Drigas, A., Koukianakis, L. G., & Papagerasimou, Y. V. (2005). A system for e-inclusion
for individuals with sight disabilities, Mathematical methods and computational techniques in
electrical engineering, 146-150
[73] Drigas, A. and Lefteris Koukianakis, ‚Convergence of Culture and ICTs: E-Culture,‛
Springer-Verlag Berlin Heidelberg (2010): 488-496.
[74] Pappas, M.A., & Drigas, A. (2015). ICT based screening tools and etiology of dyscalculia.
International Journal of Engineering Pedagogy, 3, 61-66.
[75] Theodorou, P. and Drigas, A. (2017). ICTs and Music in Generic Learning Disabilities.
International Journal of Emerging Technologies in Learning (Vol. 12, No. 4), 101-110.
https://doi.org/10.3991/ijet.v12i04.6588
[76] Drigas, A. and J. A. Vlachou, “Information and communication technologies (ICTs) and
autistic spectrum disorders (ASD),” Int. J. Recent Contrib. Eng. Sci. IT (iJES), vol. 4, no. 1, p.
4, 2016. https://doi.org/10.3991/ijes.v4i1.5352
[77] Drigas, A. and Kostas S. Ioannis, “Online and other ICTs Applications for Teaching Math
in Special Education”, International Journal of Recent Contributions from Engineering, Science
& IT, Vol 2, No. 4,2014.
[78] Vrettaros J, Tagoulis A, Giannopoulou N, Drigas A (2012) Case study in using Web 2.0
tools by Greek educators. Int J Soc Humanist Comput 1(4):363–374
[79] Chaidi, I., & Drigas, A. (2020). Parents' Involvement in the Education of their Children
with Autism: Related Research and its Results. International Journal Of Emerging Technologies
In Learning (Ijet), 15(14), 194. https://doi.org/10.3991/ijet.v15i14.12509.
[80] Drigas,A., & Dourou,A.: A review on ICT based applications for intervention and
assistance of people with
memory
deficits.
I-JET
8,
pp. 1-3(2013).
http://dx.doi.org/10.3991/ijet.v8i5.3009
[81] Drigas, A. S., Kokkalia, G. K., Economou, A., & Roussos, P. (2017). Intervention and
diagnostic tools in preschool education. International Journal of Emerging Technologies in
Learning, 12(11).
[82] Drigas, A., & Gkeka, E., G. (2017). ICTs and Montessori for learning disabilities.
International Journal of Recent Contributons from Engineering, Science, & IT, 5(3), 77-84
[83] Kamakari A. and A. Drigas, Advanced E-Learning Services for Teachers, International
Journal of Knowledge Society Research, 3(4), 2012, pp. 85–96.
[84] Bravou, V., & Drigas, A. (2019). A contemporary view on online and web tools for
students with sensory & learning disabilities. International Journal of Online and Biomedical
Engineering, 15(12), 97–105. https://doi.org/10.3991/ijoe.v15i12.10833
[85] Drigas, A. S. and Politi-Georgousi, S. (2019). Icts as a distinct detection approach for
dyslexia screening: A contemporary view. International Journal of Online and Biomedical
Engineering (iJOE), 15(13):46–60.
[86] Drigas A, J.Vrettaros, L.Stavrou, D.Kouremenos, E-learning Environment for Deaf people
in the E-Commerce and New Technologies Sector, WSEAS Transactions on Information
Science and Applications, Issue 5, Volume 1, November 2004.
[87] Drigas, A.S., Vrettaros, J. and Kouremenos, D. (2004a) ‘Teleeducation and e-learning
services for teaching English as a second language to deaf people, whose first language is the
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sign language’, WSEAS Transactions on Information Science and Applications, Vol. 1, No. 3,
pp.834–842.
[88] Pappas, M., & Drigas, A. (2016). Incorporation of artificial intelligence tutoring techniques
in mathematics. International Journal of Engineering Pedagogy, 6(4), 12–16.
https://doi.org/10.3991/ijep.v6i4.6063
[89] Kefalis C and Drigas A. (2019) Web Based and Online Applications in STEM Education.
International Journal of Engineering Pedagogy (iJEP) 9, 4 (2019), 76–
85.https://doi.org/10.3991/ijep.v9i4.10691
[90] Drigas, A. S., Argyri, K., & Vrettaros, J. (2009). Decade review (1999–2009): Artificial
intelligence techniques in student modeling. Paper presented at the World Summit on
Knowledge Society
[91] Drigas A, Rodi-Eleni Ioannidou, A Review on Artificial Intelligence in Special Education,
Information Systems, Elearning, and Knowledge Management Research Communications in
Computer
and
Information
Science
Volume
278,
pp
385-391,
2013
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[92] Drigas, A., Vrettaros, J.: An Intelligent Tool for Building e-Learning Contend-Material
Using Natural Language in Digital Libraries. WSEAS Transactions on Information Science and
Applications 5(1) (2004) 1197–1205
[93] Drigas, A.S., Vrettaros, J., Koukianakis, L.G. and Glentzes, J.G. (2005). A Virtual Lab and
e-learning system for renewable energy sources. Int. Conf. on Educational Tech.
[94] Kokkalia, G., Drigas, A., Economou, A., Roussos, P., & Choli, S. (2017). The use of
serious games in preschool education. International Journal of Emerging Technologies in
Learning, 12(11), 15-27. https://doi.org/10.3991/ijet.v12i11.6991
[95] Drigas A, and Marios A. Pappas. "On line and other Game-Based Learning for
Mathematics." International Journal of Online Engineering (iJOE) 11.4, 62-67, 2015
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[96] Papanastasiou, G., Drigas, A., Skianis, C., & Lytras, M. D. (2017). Serious games in K-12
education: Benefits and impacts on students with attention, memory and developmental
disabilities. Program, 51(4), 424-440. https://doi.org/10.1108/prog-02-2016-0020
[97] Drigas, A. S., & Kokkalia, G. K. (2014). ICTs in Kindergarten. International Journal of
Emerging Technologies in Learning, 9(2). https://doi.org/10.3991/ijet.v9i2.3278
[98] Papoutsi, C., & Drigas, A. S. (2016). Games for Empathy for Sensitive Social Groups.
International Journal of Recent Contributions from Engineering, Science & IT (iJES), 4(3), 39–
43. https://doi.org/10.3991/ijes.v4i3.5923
[99] Drigas, A., & Karyotaki, M. (2013). E Learning ICTs Application in Nutrition Science.
International Journal of recent Contributions from Engineerinf, Science and IT, 1. DOI:
10.3991/ijes.v1i2.3279
[100] Drigas, A., L.G.Koukianakis, S.Domoxoudis, E-Government Structure for e-Protocol,
eApplication Submission and Internal Organizational and Operational Support, WSEAS
TELEINFO 2005 International Conference, Prague, Czech Republic, March 13-15, 2005
[101] Drigas, A., Electronic-Digital Culture (e-CULTURE): Information Society And Culture,
Athens 2005
[102] Vrettaros, J., Tagoulis, A., Giannopoulou, N., & Drigas, A. (2009). An empirical study
on the use of Web 2.0 by Greek adult instructors in educational procedures. World Summit on
Knowledge System (WSKS), 49, 164-170. http://dx.doi.org/10.1007/978-3-642-04757-2_18
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[103] Drigas, A.; Gkeka, E. (2016). Montessori method and ICTs. International Journal of
Recent
Contributions
from
Engineering,
Science
&
IT
(iJES),
4(1).
http://journals.sfu.ca/onlinejour/index.php/i-jes/article/view/5481
[104] Alexopoulou, A., Batsou, A., & Drigas, A. (2020). Mobiles and Cognition: The
Associations Between Mobile Technology and Cognitive Flexibility. International Journal of
Interactive
Mobile
Technologies
(iJIM),
14(03),
pp.
146–156.
https://doi.org/10.3991/ijim.v14i03.11233
[105] Doulou, A., & Drigas, A. (2022b). Electronic, VR & Augmented Reality Games for
Intervention in ADHD. Technium Social Sciences Journal, 28(1), 159–169.
https://doi.org/10.47577/tssj.v28i1.5728
[106] Kokkalia, G. K., & Drigas, A. S. (2015). Tools and E-tools for Memory and Attention
Problems in Pre-school Education. International Journal of Recent Contributions from
Engineering, Science & IT, 3(3), 13-19. http://dx.doi.org/10.3991/ijes.v3i3.4729
[107] Gkeka, E.; Agorastou, E.; Drigas, A. Artificial Techniques for Language Disorders. Int.
J. Recent Contrib. Eng. Sci. IT 2019, 7, 68–76.
[108] Galitskaya, V., & Drigas, A. (2019). ICTs and Geometry. International Journal of
Engineering Pedagogy (iJEP), 9(5), pp. 103–111. https://doi.org/10.3991/ijep.v9i5.11241
[109] Bakola, N. L. N., Rizos, N. D., & Drigas, A. S. (2018). ICTs Supportive and Therapeutic
Contribution in Psychoemotional Disorders in Childhood and Adolescence. International
Journal of Recent Contributions from Engineering, Science & IT (iJES), 6(2), 69-78.
[110] Drigas, A., Pappas M. A., and M. Lytras, “Emerging technologies for ict based education
for dyscalculia: Implications for computer engineering education,” International Journal of
Engineering Education, vol. 32, no. 4, pp. 1604–1610, 2016.
[111] Drigas, A. & Kokkalia, G. 2017. ICTs and Special Education in Kindergarten.
International Journal of Emerging Technologies in Learning 9 (4), 35–42.
[112] Drigas, A., and L. Koukianakis, A Modular Environment for E-learning and Epsychology Applications, WSEAS Transactions on Information Science and Application, Vol.
3, 2004, pp. 2062-2067.
[113] Drigas, A., & Mitsea, E. (2021). The Role of Clinical Hypnosis and VR in Special
Education. International Journal of Recent Contributions from Engineering Science & IT (iJES)
9(4):4-17
[114] Drigas, A., & Mitsea, E. (2021). Neuro-Linguistic Programming & VR via the 8 Pillars
of Metacognition X 8 Layers of Consciousness X 8 Intelligences. Technium Social Sciences
Journal, 26, 159-176.
[115] Drigas, A., & Papoutsi, C. (2021). Nine layer pyramid model questionnaire for emotional
intelligence. International Journal of Online & Biomedical Engineering, 17(7). https://doi.
org/10.3991/ijoe.v17i07.22765
[116] Drigas, A., Papoutsi, C., & Skianis, C. (2021). Metacognitive and Metaemotional
Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence.
International Journal of Recent Contributions from Engineering, Science & IT (iJES), 9(4), pp.
58–76
[117] Drigas, A., & L. Bakola: The 8x8 Layer Model Consciousness-Intelligence-Knowledge
Pyramid, and the Platonic Perspectives. International Journal of Recent Contributions from
Engineering,
Science
&
IT
(iJES),
9
(2),
pp.
57–72,
(2021),
https://doi.org/10.3991/ijes.v9i2.22497.
129
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[118] Drigas, A., & Mitsea, E. (2021). 8 Pillars X 8 Layers Model of Metacognition:
Educational Strategies, Exercises &Trainings. International Journal of Online & Biomedical
Engineering, 17(8). https://doi.org/10.3991/ijoe.v17i08.23563
[119] Kontostavlou, E. Z., and Drigas, A. (2021). How metacognition supports giftedness in
leadership: a review of contemporary literature. Int. J. Adv. Corp. Learn. 14, 4–16. doi:
10.3991/ijac.v14i2.23237
[120] Drigas, A., Kokkalia, G. & Economou, A. (2021). An 8-Layer Model for Metacognitive
Skills in Kindergarten. NEUROLOGY AND NEUROBIOLOGY, 4(1), 2-10.
http://dx.doi.org/10.31487/j.NNB.2021.01.01
[121] Drigas, A., & Sideraki, A. (2021). Emotional Intelligence in Autism . Technium Social
Sciences Journal, 26(1), 80–92. https://doi.org/10.47577/tssj.v26i1.5178
[122] Drigas, A., & Papoutsi, C. (2015). Empathy, special education and ICTs. International
Journal of Recent Contributions from Engineering, Science & IT (iJES), 3(4), 37-42. doi:
10.3991/ijes.v3i4.5192
[123] Kontostavlou, E.Z.; Drigas, A. Executive functions training and giftedness. Retos 2022,
43, 1005–1014.
[124] Drigas, A., Mitsea, E., & Skianis, C. (2022). Clinical Hypnosis & VR, Subconscious
Restructuring- Brain Rewiring & the Entanglement with the 8 Pillars of Metacognition X 8
Layers of Consciousness X 8 Intelligences. International Journal of Online and Biomedical
Engineering (iJOE), 18(01), pp. 78–95. https://doi.org/10.3991/ijoe.v18i01.26859
[125] Papoutsi, C., Chaidi, I., Drigas, A., Skianis, C., & Karagiannidis, C. (2022). Emotional
Intelligence & ICTs for Women and Equality. Technium Social Sciences Journal, 27, 253-268.
[126] Drigas, A., & Mitsea, E. (2022). Conscious Breathing: a Powerful Tool for Physical &
Neuropsychological Regulation. The role of Mobile Apps. Technium Social Sciences Journal,
28, 135-158.
[127] Mitsea, E., Drigas, A., & Skianis, C. (2022). ICTs and Speed Learning in Special
Education: High-Consciousness Training Strategies for High-Capacity Learners through
Metacognition Lens. Technium Social Sciences Journal, 27, 230-252.
[128] Drigas, A., Mitsea, E., & Skianis, C. (2022). Neuro-Linguistic Programming, Positive
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