AI 中文总结
该研究针对发育性语言障碍儿童，采用定制化参与式设计方法，设计词汇学习干预方案，明确了多模态等关键设计要求，为相关干预开发提供了宝贵见解。
AI 中文摘要
发育性语言障碍（Developmental Language Disorder, DLD）是一种神经发育障碍，常表现为词汇学习困难，可导致严重的社交与学业挑战，该障碍与自闭症谱系障碍（Autism Spectrum Disorder, ASD）等其他神经发育障碍存在部分共同特征。尽管DLD影响7%的儿童，但在参与式设计研究中却鲜少被关注。本文针对这一缺口，报告发育性语言障碍儿童在参与式 sessions 后对词汇学习干预方案的情绪反应与设计产出。方法：整合以学习者为中心、协作及可访问的协同设计原则，为4名DLD儿童定制活动，通过持续监测儿童体验优化设计 sessions。用于研究发现的数据包括儿童画作等设计 artefacts、用句子开头提示获取的结构化反馈，以及研究者现场笔记；对数据采用反思性主题分析，并结合 sessions 前后情绪量表的结果。结果：儿童对融入熟悉故事角色、电子游戏且允许直接贡献设计想法的设计活动反应积极；认知需求较高的活动会减少互动。词汇学习干预的关键设计要求包括多模态、个性化学习机会，以及使用进度标记；同时，数字与现实世界学习的衔接（如提供面对面成人支持）也很重要。结论：通过精心规划与优化，定制化参与式设计方法对DLD儿童具有意义且有价值，同时为干预方案开发提供了宝贵见解。
英文摘要
Introduction - Developmental language disorder (DLD) is a neurodevelopmental condition often characterised by word-learning difficulties that can lead to significant social and academic challenges. The disorder shares some features with other neurodevelopmental conditions such as autism spectrum disorder (ASD). Despite affecting 7 percent of children, the condition has received little coverage in participatory design research. This paper addresses this by reporting on the emotional responses and design outputs of children with DLD following participatory sessions to inform a word-learning intervention. Method - Principles from learner-centred, cooperative, and accessible co-design approaches were integrated to tailor activities for four children with DLD. Design sessions were refined through ongoing monitoring of the children's experiences. The data that informed the findings included design artefacts such as children's drawings, structured feedback obtained using sentence-starter prompts, and researcher field notes. Reflexive thematic analysis was applied to the data, complemented by findings from an emotion scale completed before and after sessions. Results - Children responded positively to design activities that incorporated familiar story characters and videogames, and that allowed a direct contribution of design ideas. Activities with higher cognitive demand led to reduced interactions. Key design requirements for the word-learning intervention included multimodal, personalised learning opportunities and the use of progress markers. Aligning digital and real-world learning, such as providing in-person adult support, was also important. Conclusions - Through careful planning and refinement, a bespoke participatory design approach proved meaningful and rewarding for children with DLD, whilst also yielding valuable insights for the development of the intervention.
Comments56 pages, 7 tables, 7 figures
