Interactive Learning Web App: Empowering

Individuals with Down syndrome through

Gamified Education and Therapy
Final Year Project

2021-2025

A project submitted in partial fulfillment of the degree of

BS in Computer Science

Submitted to
Dr. Mehdi Hassan

Department of Computer Science

Faculty of Computing & Artificial Intelligence (FCAI)

Air University, Islamabad

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Type (Nature of project) [ ] Development [ ] R&D

[] WebApp [ ] Mobile App

Area of specialization
[ ] AI based [ ] Embedded System
FYP ID F-21-30

Project Group Members

Student
Sr.# Reg. # Email ID *Signature
Name

Muhammad
(i) 210970 210970@[Link]
Asim Chattha

(ii) 210994 Sadia Anam 210994@[Link]

Hamees
(iii) 210934 210934@[Link]
Mehmood

*The candidates confirm that the work submitted is their own and appropriate credit has been
given where reference has been made to work of others

Department of Computer Science, Air University, Islamabad, Pakistan 2

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Plagiarism Certificate
This is to certify that, I Muhammad Asim Chattha Son of Abid Masood Chattha, group leader of FYP
under registration no 210970 at Computer Sciences Department, Air University. I declare that my FYP
report is checked by my supervisor.

Date:______________ Name of Group Leader: Muhammad Asim Chattha Signature:________

Name of Supervisor: Mr. Ayaz Khan Co-Supervisor: Mr. Asim Ali Fayyaz
Designation: Lecturer Designation: Lecturer

Signature: ________________ Signature: _________________

HoD: Dr. Medhi Hassan

Signature: _______________

Department of Computer Science, Air University, Islamabad, Pakistan 3

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Interactive Learning Web App: Empowering Individuals

with Down syndrome through Gamified Education and
Therapy

Change Record
Author(s) Version Date Notes Supervisor’s Signature

Department of Computer Science, Air University, Islamabad, Pakistan 4

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

APPROVAL

PROJECT SUPERVISOR

Name: Mr. Ayaz Khan

Date:_______________________________ Signature:_________________________

PROJECT MANAGER

Date: Dr. Ashfaq Hussain Signature:__________________________

CHAIR DEPARTMENT

Date: Dr. Medhi Hassan Signature:__________________________

Department of Computer Science, Air University, Islamabad, Pakistan 5

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Dedication

MY MOTHER
A strong gentle soul who taught me to trust in Allah believe in hard work. Helped
me understanding that even the smallest hard work can achieve great things. Your
love and unwavering support have shaped me into who I am today.
MY FATHER
For your integrity and the countless sacrifices you made to provide for us. Your
encouragement and belief in me have been my source of strength, reminding me
that determination and honesty lead to success.
MY TEACHER
For being a guiding light in this chapter of my educational journey of my life. Your
wisdom and support have help me grow and push beyond my limits.
MY FRIENDS
For their endless support, prayers, and encouragement. Your belief in me has been
a constant source of motivation.

Department of Computer Science, Air University, Islamabad, Pakistan 6

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Acknowledgements

All praise is due to Almighty Allah, the Creator of the universe, who has blessed us with
knowledge, strength, and perseverance to accomplish this project. His divine guidance has been
our greatest source of support throughout this journey.
We extend our heartfelt gratitude to our esteemed FYP supervisor Mr. Ayaz Khan, FYP co-
supervisor Mr. Asim Ali Fayyz, and Program Manager Dr. Ashfaq Hussain, as well as our
HOD Dr. Medhi Hassan. Their unwavering guidance, encouragement, and expertise have been
instrumental in shaping our understanding and execution of this project.
We also express our sincere appreciation to the Department of Computer Science, Air
University, Islamabad, for providing us with the necessary resources and a conducive learning
environment. The knowledge and dedication of our teachers have served as an inspiration,
enabling us to navigate challenges and refine our skills. Their patience, insightful feedback, and
valuable advice at every stage of this project have been invaluable.
Additionally, we would like to acknowledge the support and encouragement of our classmates
and friends, who have contributed through discussions, motivation, and shared learning
experiences.
This project is a testament to the collective efforts, guidance, and support of all those who have
been a part of our academic journey.

Department of Computer Science, Air University, Islamabad, Pakistan 7

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Executive Summary

This project focuses on developing an Interactive Learning Web App designed to empower
individuals with Down syndrome through gamified education and therapy. The objective is to
bridge the digital divide by providing accessible and engaging learning experiences that promote
digital literacy, cognitive development, and independence.

The web-based platform will offer personalized learning modules, incorporating elements of
gamification, interactive exercises, and therapy-based learning. The app is tailored for
individuals with Down syndrome, enabling them to navigate technology confidently and develop
essential digital skills. It also provides a community-based learning environment, allowing
caregivers, educators, and psychologists to monitor progress and offer personalized support.

The system includes key features such as user authentication, educational modules and progress
tracking. It is built using the MERN stack (MongoDB, [Link], React, and [Link]) to ensure
scalability and cross-platform accessibility.

The project is being developed by a team of students under the supervision of faculty members
from Air University Islamabad. Through collaboration with experts in special education and
assistive technology, the platform aims to provide a comprehensive and engaging learning
experience for individuals with Down syndrome, fostering greater independence and
participation in the digital world.

Department of Computer Science, Air University, Islamabad, Pakistan 8

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Table of Contents
Plagiarism Certificate 3
Dedication 6
Acknowledgements 7
Executive Summary 8
Table of Contents 9
List of Figures 11
List of Tables 12
List of Abbreviations 13
Chapter 1 1
Introduction & Background 1
1.1. Background 2
1.2. Motivations and Challenges 3
1.3. Goals and Objectives 3
1.4. Literature Review/Existing Solutions 4
1.5. Gap Analysis 5
1.6. Proposed Solution 6
1.7. Project Plan 7
1.7.1. Work Breakdown Structure 8
1.7.2. Roles & Responsibility Matrix 12
1.7.3. Gantt Chart 17
1.8. Report Outline 17
Chapter 2 19
Software Requirement Specifications 19
1.1. Introduction 20
1.1.1. Purpose 20
1.1.2. Document Conventions 20
1.1.3. Intended Audience and Reading Suggestions 21
1.1.4. Product Scope 22
1.2. Overall Description 23
1.2.1. Product Perspective 23
1.2.2. User Classes and Characteristics 23

Department of Computer Science, Air University, Islamabad, Pakistan 9

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.2.3. Operating Environment 25

1.2.4. Design and Implementation Constraints 26
1.2.5. Assumptions and Dependencies 27
1.3. External Interface Requirements 28
1.3.1. User Interfaces 28
1.3.2. Hardware Interfaces 30
1.3.3. Software Interfaces 31
1.3.4. Communications Interfaces 33
1.4. System Features 34
1.4.1. System Feature 1 34
[Link]. Description and Priority 34
[Link]. Stimulus/Response Sequences 34
[Link]. Functional Requirements 34
1.4.2. System Feature 2 35
[Link]. Description and Priority 35
[Link]. Stimulus/Response Sequences 35
[Link]. Functional Requirements 35
1.4.3. System Feature 3 (and so on) 35
1.5. Nonfunctional Requirements 36
1.5.1. Performance Requirements 36
1.5.2. Safety Requirements 36
1.5.3. Security Requirements 36
1.5.4. Usability Requirements 36
1.5.5. Reliability Requirements 36
1.5.6. Maintainability/Supportability Requirements 36
1.5.7. Portability Requirements 36
1.5.8. Efficiency Requirements 36
1.6. Domain Requirements 37
Chapter 3 38
Use Case Analysis 38
3.1. Use Case Model 39
3.2. Use Cases Description 41
Chapter 4 46
System Design 46

Department of Computer Science, Air University, Islamabad, Pakistan 10

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

4.1. Architecture Diagram 47

4.2. Domain Model 48
4.3. Entity Relationship Diagram with data dictionary 50
4.4. Sequence / Collaboration Diagram 51
4.5. Activity Diagram 52
4.6. State Transition Diagram 54
4.7. Component Diagram 56
4.8. Deployment Diagram 56
4.9. Data Flow diagram [only if structured approach is used - Level 0 and 1] 57
Chapter 5 58
Implementation 58
5.1. Important Flow Control/Pseudo codes 59
5.2. Components, Libraries, Web Services and stubs 59
5.3. Deployment Environment 60
5.4. Tools and Techniques 60
5.5. Best Practices / Coding Standards 60
5.6. Version Control 61
Chapter 6 62
Business Plan 62
6.2 Market Analysis & Strategy 63
6.3 Competitive Analysis 64
6.4 Products/Services Description 64
6.5 SWOT Analysis 64
Chapter 7 66
Testing & Evaluation 66
Chapter 8 70
Conclusion & Future Enhancements 70
Appendices 72
Appendix A: Information / Promotional Material 73

List of Figures

1.1 Caption of first figure of first chapter 6

Department of Computer Science, Air University, Islamabad, Pakistan 11

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.2 Caption of second figure of first chapter 7

2.1 Caption of first figure of second chapter 14
2.2 Caption of second figure of second chapter 22
2.3 Caption of third figure of second chapter 26
5.1 Caption of first figure of fifth chapter 49
5.2 Caption of second figure of fifth chapter 49

Department of Computer Science, Air University, Islamabad, Pakistan 12

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

List of Tables
1.1 label of first table of first chapter 6
1.2 label of second table of first chapter 7
2.1 label of first table of second chapter 14
2.2 label of second table of second chapter 22
2.3 label of third table of second chapter 26
5.1 label of first table of fifth chapter 49
5.2 label of second table of fifth chapter 49

List of Abbreviations
1.1 UML Unified Model Notation
1.2 SRE Software Requirement Engineering
2.1 SDR Software Defined Radios

Department of Computer Science, Air University, Islamabad, Pakistan 13

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 1
Introduction & Background

Department of Computer Science, Air University, Islamabad, Pakistan 14

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 1: Introduction
This project proposes an interactive learning web application designed to enhance the digital
literacy and cognitive skills of individuals with Down syndrome. The goal is to bridge the digital
gap by providing a user-friendly and structured platform that facilitates learning through
gamified education and therapy-based activities. People with Down syndrome often face barriers
in accessing and using technology due to limited familiarity with digital tools and a lack of
customized learning resources. Traditional education and therapy methods do not fully equip
them with the necessary technical and problem-solving skills to navigate the digital world
independently. As a result, they struggle to integrate with modern technology-driven
environments, limiting their opportunities for learning and personal growth. This proposed web
application addresses these challenges by offering a personalized and inclusive learning
experience. It provides tailored educational content, interactive exercises, and structured learning
modules designed to enhance cognitive abilities, digital confidence, and independence. The
platform incorporates adaptive learning techniques, intuitive navigation, and real-time feedback
mechanisms to ensure that individuals with Down syndrome can progress at their own pace. By
integrating expert guidance, gamification strategies, and assistive technologies, this system will
empower users to develop critical digital skills, improve cognitive development, and actively
participate in the digital age.

1.1. Background
Individuals with Down syndrome often face challenges in accessing and using digital tools
effectively. Their difficulties is due to cognitive impairments, limited exposure to technology,
and the absence of tailored educational resources. Traditional learning is not customized to meet
their specific needs, leaving a gap in their ability to develop digital literacy. Despite the proven
benefits of technology in improving cognitive development, communication, and learning, many
individuals with Down syndrome struggle to integrate into the digital world due to complex user
interfaces, lack of accessible content, and limited support from traditional education systems.
This digital divide limits their ability to learn new skills, interact socially, and become self-
sufficient. To address these challenges, an interactive learning web application has been

Department of Computer Science, Air University, Islamabad, Pakistan 15

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

proposed to provide a structured, engaging, and accessible platform that promotes gamified
learning, therapy-based activities, and cognitive skill-building. By incorporating adaptive
learning strategies, intuitive navigation, and real-time feedback, the system aims to enhance
digital accessibility and empower individuals with Down syndrome to confidently engage with
technology and gain independence in their daily lives.

1.2. Motivations and Challenges

The advancement of technology has created new opportunities for education and skill
development. But individuals with Down syndrome often face barriers to accessing and utilizing
these resources effectively. The motivation behind this project is to bridge the digital gap by
interactive learning environment that enhances digital literacy, cognitive development, and social
interaction. By incorporating gamified learning strategies and therapy-based activities, the
platform aims to make learning engaging, enjoyable, and effective. Additionally, features that
promote social interaction and communication will foster a sense of community, allowing
individuals with Down syndrome to connect with their caregivers, educators, and peers in a
supportive environment. Collaborating with experts in special education and assistive technology
ensures that the platform meets the specific needs of its users, ultimately promoting
independence and confidence in navigating the digital world. Despite the potential benefits,
several challenges must be addressed. User engagement and motivation can be difficult, as
traditional learning methods often fail to hold the attention of individuals with Down syndrome.
Designing an intuitive and accessible interface that caters to their cognitive abilities is another
challenge. Additionally, ensuring cross-platform compatibility and technical feasibility within
the available resources requires careful planning. Parental and educator involvement is also
essential for successful implementation, requiring training and awareness to maximize the
platform’s impact.

1.3. Goals and Objectives

Goals

Department of Computer Science, Air University, Islamabad, Pakistan 16

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

 Empower individuals with Down syndrome by providing customized learning

experiences focused on internet usage, computer operations, and digital tools.
 Develop features that allow users to communicate with caregivers, educators, and peers,
fostering a sense of community and collaboration.
 Implement tracking systems to evaluate learning achievements, enabling users to monitor
their progress while providing caregivers and educators with actionable insights.

Objectives:

 Develop a user-friendly, accessible web application tailored to the needs of individuals

with Down syndrome.
 Integrate therapy-based learning modules to support cognitive and motor skill
development.
 Ensure cross-platform compatibility for accessibility on various devices.

1.4. Literature Review/Existing Solutions

Numerous digital learning applications and assistive tools have been developed to support
individuals with Down syndrome by improving their cognitive, communication, and digital
literacy skills. However, these existing solutions have limitations that this proposed project aims
to address.

Existing Solutions and Their Limitations

1. Special iApps & Down Syndrome Education Online

a. These platforms provide interactive learning activities and adjustable difficulty
levels, helping individuals with cognitive disabilities engage in structured
learning.
b. They lack personalization based on individual learning styles and do not fully
integrate digital literacy or independent skill-building.
2. [Link]
a. Focuses on structured speech and language development for children with Down
syndrome.

Department of Computer Science, Air University, Islamabad, Pakistan 17

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

b. Lacks proper guidance for navigation, making it difficult for users with low
digital literacy to engage independently.
3. LetMeTalk
a. A communication-focused app designed for individuals with speech difficulties.
b. Available only for iOS, limiting accessibility for users on other platforms.
c. The proposed system will be a web-based platform accessible on any device with
an internet connection, ensuring wider usability.
4. InnerVoice:AI
a. Uses artificial intelligence (AI) for communication assistance, particularly for
speech therapy.
b. Available only for iOS, restricting access for Android and desktop users.

1.5. Gap Analysis

A gap analysis identifies the shortcomings in existing solutions for individuals with Down
syndrome and highlights how the proposed interactive learning web application addresses these
gaps.
Existing Solution Limitations Proposed Solution
Special iApps & Down Lack of personalized learning Customizable learning
Syndrome Education Online paths and limited focus on modules tailored to
digital literacy. individual cognitive levels.
[Link] No navigation assistance, Guiding cursor and
making it difficult for users to
intuitive interface to
operate.
enhance usability.
LetMeTalk Limited to iOS, restricting A web-based platform
accessibility.
accessible on all devices.
InnerVoice:AI Only available on iOS, limiting Cross-platform
its reach. compatibility for mobile
and desktop users.
Existing therapy & education Focus mainly on cognitive and Incorporates gamified
tools speech development, lacking a learning, digital tools, and
holistic digital skills approach. independent skill-building.

Department of Computer Science, Air University, Islamabad, Pakistan 18

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Addressing the Gap

 Existing solutions focus on speech and cognitive therapy but do not train users in basic
technology usage. The proposed platform will include computer operation skills, internet
usage, and digital tool training.
 Many existing applications lack engagement strategies. The new system will incorporate
interactive activities, rewards, and challenges to increase motivation and retention.
 Most current applications are limited to specific devices (iOS or Android). The proposed
system will be web-based, making it accessible on any device with an internet
connection.
 Unlike one-size-fits-all approaches, this system will tailor learning content based on
individual user needs, progress, and learning styles.
 The proposed system will provide features for caregivers, educators, and therapists to
monitor progress, offer feedback, and guide learning.

1.6. Proposed Solution

The proposed solution is an interactive learning web application designed to bridge the digital
accessibility gap for individuals with Down syndrome by providing an inclusive, engaging, and
skill-building platform. This solution focuses on enhancing digital literacy, cognitive skills, and
social interaction through gamified education and therapy-based learning.
The platform offers a learning experience designed for cognitive abilities, allowing users to
develop essential computer operation, internet navigation, and digital tool usage skills. Unlike
traditional learning methods, which often fail to engage individuals with Down syndrome
effectively, this system integrates gamification strategies, such as rewards, challenges, and
interactive exercises, to keep users motivated and actively involved.
A major limitation of existing solutions is their restricted accessibility, with many applications
being iOS-exclusive. To overcome this, the proposed system will be web-based, ensuring cross-
platform compatibility on PCs, tablets, and mobile devices. The interface will include assistive
features such as a guiding cursor, simple navigation, and compliance with WCAG 2.1
accessibility standards, making it easier for users to interact with digital content.

Department of Computer Science, Air University, Islamabad, Pakistan 19

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

A progress tracking system will allow users to self-assess their learning while providing
caregivers with valuable insights into skill development. By integrating adaptive learning,
accessibility, and community support, this web application empowers individuals with Down
syndrome to confidently navigate the digital world, enhancing their independence and quality of
life.

1.7. Project Plan

The development of Interactive Learning Web App involves several modules that collectively
contribute to building a comprehensive web app that will empower Individuals with Down
syndrome through gamified education and therapy. The project plan is divided into distinct
phases, each addressing specific functionalities required for the successful implementation of the
system.

1. Requirement Gathering & Research:

a. Conduct interviews with educators, psychologists, and caregivers to understand

user needs.

b. Analyze existing assistive learning tools and identify areas for improvement.

c. Define functional and non-functional requirements based on research findings.

2. System Design & Architecture:
a. Design the system architecture using the MERN stack (MongoDB, [Link],
React, and [Link]).
b. Develop wireframes and UI/UX mockups with a focus on accessibility and
usability.
c. Ensure the interface is WCAG 2.1 compliant for accessibility.
3. Module Development & Implementation:
a. User Authentication & Profile Management
i. Implement secure login/signup using JWT authentication.
ii. Develop a user profile system that allows caregivers to monitor progress.
b. Educational and Therapy Modules

Department of Computer Science, Air University, Islamabad, Pakistan 20

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

i. Build interactive learning activities, games, and exercises tailored for

cognitive development.
ii. Use gamification elements (badges, rewards, progress tracking) to enhance
engagement.
iii. Implement speech therapy and cognitive training tools based on expert
recommendations.
c. Progress Tracking & Feedback System
i. Design a dashboard to display user progress in learning modules.
ii. Enable real-time feedback to guide users and caregivers on improvement
areas.
4. Testing & Quality Assurance
a. Perform bug fixes, security testing, and performance optimization.
b. Gather feedback from educators, caregivers, and psychologists to refine features.
5. Deployment & Launch
a. Deploy the application on a secure cloud-based server.
b. Finalize documentation and user manuals for caregivers and educators.

1.7.1. Work Breakdown Structure

Below is the detailed breakdown of tasks categorized into Project Phases, with a focus on the
Module Development & Implementation phase, highlighting key modules.

1. Project Planning & Requirement Analysis

2.1 Requirement Gathering

i. Conduct interviews with educators, psychologists, and caregivers.

ii. Identify key challenges faced by individuals with Down syndrome.

iii. Define functional and non-functional requirements.

2.2 Research & Feasibility Study

Department of Computer Science, Air University, Islamabad, Pakistan 21

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

i. Analyze existing solutions and their limitations.

ii. Determine the technology stack (MERN).

iii. Identify accessibility and usability best practices (WCAG compliance).

2.3 System Design & Architecture

i. Define the database schema and API endpoints.

ii. Develop wireframes and UI/UX mockups.

iii. Establish security protocols, including JWT authentication.

2. Module Development & Implementation

2.1 User Management & Authentication Modules

i. Login/Signup (Authentication & Authorization)

1. Implement JWT-based authentication for secure access.

2. Develop role-based access control for users, psychologists, and

administrators.

3. Implement password encryption and validation.

ii. Profiles Page

1. Enable users to view and update their profiles.

2. Provide an option for caregivers to manage profiles for individuals

with Down syndrome.

2.2 User Interaction & Learning Modules

i. User Dashboard

Department of Computer Science, Air University, Islamabad, Pakistan 22

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1. Develop a dashboard displaying user progress in therapy sessions

and learning activities.

2. Integrate visual analytics to track cognitive skill improvement.

ii. Magic Memory Game

1. Develop an interactive memory-enhancing game using visual

learning techniques.

2. Implement progress tracking and scoring.

iii. Match Game

1. Create a pattern-recognition game to improve cognitive processing.

2. Include an adaptive difficulty level to cater to different learning

speeds.

iv. Counting Game

1. Build a basic numeracy game to help users develop counting skills.

2. Use voice assistance and visual feedback for engagement.

v. Personal Sketchbook

1. Develop an interactive sketchbook for creativity and fine motor

skill development.

2. Allow users to save and share their artwork.

vi. Spelling Bee

1. Implement a word-based learning game focused on spelling.

2. Integrate audio feedback and visual cues for learning support.

Department of Computer Science, Air University, Islamabad, Pakistan 23

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

vii. Figure Five

1. Provide a math game covering addition, subtraction,

multiplication, and division.

2. Include an adaptive learning mode to personalize difficulty levels.

2.3 Psychologist & Educational Support Modules

i. Psychologist Page

1. List psychologists with their qualifications and specializations.

2. Provide an option for users to submit questions to psychologists.

ii. Psychologist Dashboard

1. Develop a dashboard for psychologists to monitor user progress.

2. Integrate analytics and recommendations for personalized learning.

iii. Psychologist Blog Form

1. Enable psychologists to create, update, and delete blogs.

2. Ensure accessibility for caregivers to read therapy-related content.

2.4 Administrative Control & Content Management

i. Admin User Panel

1. Allow admins to edit, delete, and manage user accounts.

2. Implement a role-based permission system.

ii. Admin Content Panel

1. Provide tools for creating, updating, and managing educational

content.

Department of Computer Science, Air University, Islamabad, Pakistan 24

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

iii. Admin Blog Panel

1. Manage blog posts created by psychologists.

iv. Admin Contact Panel

1. Enable user feedback submission and review system.

2. Allow admins to respond to user concerns.

1.7.2. Roles & Responsibility Matrix

Department of Computer Science, Air University, Islamabad, Pakistan 25

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Module Muhammad Sadia Anam Hamees

Asim Chattha Mehmood

Requirement Gathering Conduct - Conduct

interviews with interviews with
educators, educators,
psychologists, and psychologists, and
caregivers. caregivers.

Identify key Identify key Identify key

challenges faced challenges faced challenges faced
by individuals by individuals by individuals
with Down with Down with Down
syndrome. syndrome. syndrome.

Research & Feasibility Analyze existing Analyze existing -

Study solutions and their solutions and
limitations. their limitations.

System Design & Define the Develop -

Architecture database schema wireframes and
and API UI/UX mockups.
endpoints.

User Management Enable users to - -

view and update
their profiles.

Authentication Develop role- - -

Modules based access
control for users,
psychologists, and
administrators.

Department of Computer Science, Air University, Islamabad, Pakistan 26

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

User Interaction Develop a - -

dashboard
displaying user
progress in therapy
sessions and
learning activities.

Magic Memory Game - Develop an -

interactive
memory-
enhancing game
using visual
learning
techniques.

Match Game - Build a basic -

numeracy game
to help users
develop counting
skills.

Personal Sketchbook - - Develop an

interactive
sketchbook for
creativity and fine
motor skill
development.

Spelling Bee - - Implement a

word-based
learning game
focused on
spelling.

Psychologist & List psychologists - -

Educational Support with their
Modules qualifications and

Department of Computer Science, Air University, Islamabad, Pakistan 27

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

specializations.

Develop a - -
dashboard for
psychologists to
monitor user
progress.

Enable - -
psychologists to
create, update, and
delete blogs.

Administrative Control Implement an - -

& Content admin panel to
Management monitor user
activity and
content.

Allow admins to - -
edit, delete, and
manage user
accounts.

Provide tools for - -

creating, updating,
and managing
content.

Manage blog posts - -

created by
psychologists.

Enable user - -
feedback
submission and
review system.

Department of Computer Science, Air University, Islamabad, Pakistan 28

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.7.3. Gantt Chart

1.8. Report Outline

This report provides a comprehensive overview of the development of an interactive learning
web application designed to enhance digital literacy, cognitive development, and independence
for individuals with Down syndrome. It begins with an Introduction, outlining the motivation
behind the project and the need to bridge the digital divide by providing an accessible learning
platform. The Background section highlights the challenges faced by individuals with Down
syndrome in using technology and how existing educational tools fail to fully support their
needs. The Problem Statement defines the limitations of current learning methods and
emphasizes the necessity for a personalized, engaging, and gamified solution. The Gap Analysis
compares existing solutions, identifying their shortcomings in accessibility, engagement, and
platform compatibility, while the Proposed Solution details how the new system will address
these issues through adaptive learning modules, gamification, and multi-platform accessibility.
The Project Plan outlines the implementation strategy, breaking it into phases such as
requirement gathering, system design, module development, testing, deployment, and
maintenance. A Detailed Work Breakdown Structure (WBS) follows, listing and explaining each
module, including critical features like authentication, user dashboard, gamified learning

Department of Computer Science, Air University, Islamabad, Pakistan 29

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

modules, psychologist support, and administrative controls. The report then covers Testing &
Quality Assurance, ensuring the system is secure, user-friendly, and accessible. Finally, the
Deployment & Maintenance section describes how the application will be launched, monitored,
and improved based on user feedback. The conclusion summarizes the report, emphasizing the
project's impact on empowering individuals with Down syndrome through technology.

Department of Computer Science, Air University, Islamabad, Pakistan 30

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 2
Software Requirement
Specifications

Department of Computer Science, Air University, Islamabad, Pakistan 31

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 2: Software Requirement Specifications

1.1. Introduction
1.1.1. Purpose

The Software Requirement Specification (SRS) document defines the functional and non-
functional requirements for the Interactive Learning Web Application designed to support
individuals with Down syndrome. This application aims to enhance digital literacy, cognitive
skills, and independence through gamified learning, therapy-based activities, and interactive
content. The purpose of this document is to provide a clear and structured outline of the system’s
objectives, scope, user requirements, system features, and technical constraints. It serves as a
reference for developers, project managers, testers, psychologists, caregivers, and other
stakeholders involved in the system’s development and deployment. The scope of this project
includes the development of a web-based, accessible platform that offers interactive educational
modules, real-time progress tracking, user authentication, and a psychologist support system.
The platform will be designed with WCAG 2.1 accessibility compliance, ensuring usability for
individuals with cognitive disabilities. This SRS document details the system architecture, user
classes, external interfaces, hardware/software requirements, and security protocols.
Additionally, it outlines the design constraints, usability requirements, and system limitations to
ensure a well-structured and scalable application. The ultimate goal is to create an inclusive,
user-friendly, and engaging learning environment that empowers individuals with Down
syndrome to navigate and utilize technology effectively.

1.1.2. Document Conventions

This document follows standard formatting and typographical conventions to maintain clarity
and consistency. The conventions used are as follows:

● Font Style & Size: All text is written in Times New Roman, 12 pt, with headings in 14 pt,
Bold.
● Line Spacing: The document uses 1.5 line spacing for better readability.

Department of Computer Science, Air University, Islamabad, Pakistan 32

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

● Text Alignment: All paragraphs are justified to provide a clean and organized
appearance.
● Section Headings: Major section headings are written in Bold and have a larger font size
for emphasis.
● Numbering: Sections and sub-sections are numbered hierarchically (e.g., 1, 1.1, 1.2, 2,
2.1, etc.).
● Requirements Identification: Each requirement is uniquely numbered for easy reference
and traceability.
● Figures and Tables: Figures and tables are labeled and numbered separately (e.g., Figure
1, Table 1) and referenced appropriately within the text.

1.1.3. Intended Audience and Reading Suggestions

This document is intended for various stakeholders involved in the development and evaluation
of the Interactive Learning Web to support individuals with Down syndrome, including:

● Developers: To understand the functional and non-functional requirements of the system

for implementation.
● Project Supervisors (Mr. Ayaz Khan): To review and provide guidance on the project's
progress.
● Team Members (Muhammad Asim Chattha, Sadia Anam, Hamees Mehmood): To ensure
clarity of requirements and seamless collaboration during development.
● Testers: To identify the features that need to be tested and validated against the
requirements.
● Documentation Writers: To reference the requirements while creating user manuals and
technical documentation.

The document is structured to provide a comprehensive overview of the Interactive Learning

Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy. It is recommended to first read the Introduction and Purpose sections to understand the
project's scope. Then proceed to Functional and Non-Functional Requirements, followed by

Department of Computer Science, Air University, Islamabad, Pakistan 33

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

System Architecture and Use Cases. The Appendices contain supplementary information for
further reference.

1.1.4. Product Scope

The Interactive Learning Web Application is designed to support individuals with Down
syndrome by providing an accessible, engaging, and personalized digital learning environment.
The platform aims to bridge the digital divide by enhancing digital literacy, cognitive skills, and
independence through gamified learning, therapy based exercises, and interactive educational
content. This web based application will be accessible across multiple devices, ensuring usability
on desktop, tablet, and mobile platforms. It will feature personalized learning modules, allowing
users to progress at their own pace while developing essential digital and cognitive skills. The
system will incorporate gamification elements, such as rewards, challenges, and interactive tasks,
to encourage consistent learning and engagement. In addition to supporting individuals with
Down syndrome, the platform will provide a monitoring and support system for caregivers,
educators, and psychologists. Features such as progress tracking, feedback mechanisms, and
therapy based learning analytics will enable caregivers to assess users' development and offer
personalized guidance. The application will comply with WCAG 2.1 accessibility standards,
ensuring intuitive navigation, voice assistance, and user-friendly design. Security and data
privacy will be maintained through JWT-based authentication, secure user management, and
encrypted data storage. By integrating educational, therapeutic, and social support features, the
Interactive Learning Web Application will empower individuals with Down syndrome to
develop independence, improve cognitive skills, and confidently engage with technology,
ultimately improving their quality of life and digital inclusion.

Department of Computer Science, Air University, Islamabad, Pakistan 34

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.2. Overall Description

1.2.1. Product Perspective

The Interactive Learning Web Application is an independent, web-based educational and therapy
platform designed to enhance digital literacy and cognitive skills in individuals with Down
syndrome. It is developed as a standalone system, integrating learning modules, gamification,
therapy-based exercises, and real-time progress tracking to create an engaging and effective
learning experience. This platform differs from traditional educational tools by focusing on
accessibility, personalization, and gamification. Unlike existing solutions that are platform-
specific (iOS-only) or lack adaptive learning strategies, this system is cross-platform and built to
run on any device with a web browser, ensuring wider accessibility and usability. The
application follows a modular design, allowing easy updates and feature enhancements. The
MERN (MongoDB, [Link], React, [Link]) stack ensures scalability, smooth performance,
and real-time data management. Additionally, the system will support WCAG 2.1 accessibility
standards, including voice assistance, intuitive navigation, and adaptive learning paths to
accommodate users with diverse cognitive abilities.

The application will interact with various stakeholders, including:

 Users (Individuals with Down syndrome) – Engaging with educational modules,

games, and progress tracking.
 Caregivers & Educators – Monitoring progress, guiding learning, and providing
feedback.
 Psychologists & Therapists – Assessing cognitive improvement and suggesting
personalized learning paths.
 Administrators – Managing content, user access, and system analytics.

1.2.2. User Classes and Characteristics

The Interactive Learning Web Application is designed to serve multiple user groups, each with
distinct roles, responsibilities, and interaction levels with the system. The primary users include

Department of Computer Science, Air University, Islamabad, Pakistan 35

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

individuals with Down syndrome, while secondary users such as caregivers, educators,
psychologists, and administrators support and manage the learning process.
1. Primary Users
1.1 Individuals with Down Syndrome
 Characteristics
1. Have varying cognitive abilities and require simplified, accessible
interfaces.
2. Need interactive, engaging, and structured learning modules to stay
motivated.
3. May require voice assistance, large buttons, and guided navigation
for ease of use.
 System Interaction
1. Engage with learning games, therapy-based exercises, and digital
skill modules.
2. Track personal progress using a dashboard.
3. Communicate with educators, psychologists, and caregivers.
2. Secondary Users
1.1 Caregivers & Parents
 Characteristics
1. Act as supportive guides to ensure effective learning.
2. Require tools to monitor progress and provide assistance when
needed.
 System Interaction
1. Oversee user progress and adjust learning preferences.
2. Provide support and encouragement to learners.
1.2 Educators & Therapists
 Characteristics
1. Require insights into user performance and behavior.
2. Use therapy-based learning strategies to enhance cognitive
development.
 System Interaction

Department of Computer Science, Air University, Islamabad, Pakistan 36

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1. Monitor learning progress and suggest improvements.

2. Provide therapy-based exercises and educational content.
1.3 Psychologists
 Characteristics
1. Specialize in cognitive development and behavioral therapy.
2. Offer expert recommendations for improving learning outcomes.
 System Interaction
1. Assess cognitive improvement and user engagement.
2. Create customized therapy modules and suggest modifications.
1.4 Administrative Users
 Characteristics
1. Manage content, user accounts, and system security.
2. Ensure the platform remains functional and optimized.
 System Interaction
1. Approve, update, or remove educational content.
2. Manage user authentication, access control, and security settings.
3. Monitor system performance, feedback, and reports.

1.2.3. Operating Environment

The operating environment for Interactive Learning Web App: Empowering Individuals with
Down syndrome through Gamified Education and Therapy will include the following:

Hardware Platform:

● Server: High-performance server for hosting backend services and databases.

● Client: Standard desktops, laptops, tablets, and smartphones for accessing the web-based
application.

Operating System:

● Server: Linux (Ubuntu 20.04 or later), Windows Server (2016 or later).

● Client: Windows, macOS, Linux, Android, and iOS.

Department of Computer Science, Air University, Islamabad, Pakistan 37

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Software Components:

● Frontend: React for building a responsive user interface.

● Backend: [Link] ([Link]) for handling API requests and communication with AI
models.
● Database: MongoDB for storing user data, exam results, and system logs.

Browser Compatibility:

● Chrome, Firefox, Safari, Edge (Latest versions).

Network Requirements:

● Stable internet connection for communication between frontend and backend services.
● Secure communication protocols (HTTPS) for data privacy and protection.

1.2.4. Design and Implementation Constraints

The development of Interactive Learning Web App: Empowering Individuals with Down
syndrome through Gamified Education and Therapy is subject to various constraints that will
influence design and implementation choices. These include:

1. Corporate or Regulatory Policies:

● Compliance with data privacy laws and regulations (e.g., Pakistan’s Personal Data
Protection Bill).
● Adherence to school policies and guidelines for examination systems.

2. Hardware Limitations:

● The system should be optimized to work efficiently on low-end devices for end-users
(students and teachers).

3. Interfaces to Other Applications:

Department of Computer Science, Air University, Islamabad, Pakistan 38

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

● Compatibility with various browsers and operating systems for frontend accessibility.

4. Specific Technologies, Tools, and Databases:

● Frontend Framework: React for building user interfaces.

● Backend Framework: [Link] ([Link]) for handling requests and database operations.
● Database: MongoDB for storing examination data, results, and user information.

5. Language Requirements:

● Primary Languages: JavaScript ([Link], React).

6. Communication Protocols:

● HTTP/HTTPS for communication between frontend and backend.

● RESTful APIs for efficient data transfer and model integration.

7. Security Considerations:

● Implementing authentication and authorization mechanisms for user management.

● Data encryption to protect sensitive information.
● Secure API communication to avoid data breaches.

8. Design Conventions and Programming Standards:

● Following MERN stack development standards for code structure and modularization.
● Ensuring code readability, maintainability, and scalability.

1.2.5. Assumptions and Dependencies

Assumptions:

1. Internet Connectivity:
○ The system assumes that users have a stable internet connection for online
examination and result generation.
2. Device Availability:

Department of Computer Science, Air University, Islamabad, Pakistan 39

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

○ Individual and teachers will have access to devices (laptops, desktops, tablets)
compatible with the web application.
3. User Cooperation:
○ Teachers and Parents will provide necessary inputs and feedback to improve
system performance.

Dependencies:

1. MERN Stack:
○ The frontend and backend components rely on React, [Link], [Link], and
MongoDB for proper functioning.
2. Node js APIs:
○ The backend model serving relies on APIs for communication
3. Hardware Limitations:
○ Limited GPU resources may restrict the efficiency of training and testing AI
models.
4. Data Storage Systems:
○ The reliability of the MongoDB database is crucial for storing user information,
examination data, and results.
5. Third-party Libraries:
○ Dependencies on external Python and JavaScript libraries for model training,
evaluation, and deployment.

1.3. External Interface Requirements

1.3.1. User Interfaces

The ExamTech system provides a user-friendly interface for different user roles:
Administrators, Teachers, and Students. The user interface is designed to be intuitive,
accessible, and responsive to enhance user experience.

General Characteristics:

Department of Computer Science, Air University, Islamabad, Pakistan 40

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1. Consistency:
○ All screens follow a unified theme and design style for consistency across the
platform.
2. Accessibility:
○ The interface is designed to be accessible on various devices (desktops, tablets,
laptops).
3. Navigation:
○ Easy navigation with menu bars, side panels, and breadcrumb navigation for
enhanced usability.

User Interface Design:

1. Login Screen:
○ Simple login page with fields for Username, Password, and User Type
(Admin/Teacher/Student).
○ Error messages for incorrect credentials.
2. Dashboard (Admin/Teacher/Student):
○ Displays relevant statistics, announcements, and quick links.
○ Separate dashboards for each user type with specific functionalities.
3. Examination Panel (Students):
○ User-friendly examination screen with sections for Short Answers, and
Descriptive Answers.
○ Timer display and submission button.
4. Evaluation Interface (Teachers):
○ Tools for user management, exam creation, and assigning exams to students.
○ Option to override model-generated scores.
5. Management & Authentication System (Admins):
○ Tools for user management, maintaining teachers, students and overall activities
which are being carried out.
○ Role-based access control for different user types.
6. Result Viewing (Students & Teachers):
○ Students can view their evaluated results.

Department of Computer Science, Air University, Islamabad, Pakistan 41

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

○ Teachers can view and analyze overall performance reports.

7. Error Handling:
○ Clear error messages and validation messages for user inputs.
○ Guidance messages for common issues.

1.3.2. Hardware Interfaces

Hardware Interfaces

The ExamTech system interacts with various hardware components to facilitate seamless
examination and evaluation processes.

Supported Devices:

1. Servers:
○ The backend components, including databases and APIs, are hosted on servers
that meet the following specifications:
■ Processor: Intel Xeon or equivalent (multi-core)
■ RAM: Minimum 16 GB
■ Storage: SSD with a minimum of 500 GB
■ Operating System: Ubuntu 20.04 LTS or higher / Windows Server 2019 or
higher
2. User Devices (Students, Teachers, Admins):
○ Compatible Devices: Desktops, Laptops, Tablets, Mobile Phones (for result
viewing only).
○ Operating Systems: Windows, macOS, Linux, Android, iOS (for web access).
○ Web Browser Compatibility: Google Chrome, Mozilla Firefox, Microsoft Edge
(latest versions).
3. OCR Integration (For Handwritten Exams):
○ Scanners & Cameras: Devices capable of capturing high-quality images of
handwritten answer sheets for OCR processing.

Department of Computer Science, Air University, Islamabad, Pakistan 42

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

○ Resolution: Minimum 300 DPI for clear text recognition.

Communication Protocols:

● HTTP/HTTPS: Used for communication between the frontend (MERN stack) and
backend (Flask APIs).
● REST APIs: For communication between the LLMs, OCR models, and web application.
● JSON: Standard data format used for data exchange.

Data & Control Interactions:

● The hardware interfaces will support seamless data transfer from user devices to the
server and vice versa.
● Real-time interaction between the user interface and backend systems for live evaluations
and result generation.

1.3.3. Software Interfaces

Software Interfaces

The ExamTech system interacts with various software components to ensure proper
functionality of the AI-powered Online Examination and Evaluation System.

1. Backend Frameworks & APIs:

● Flask (Python 3.9+):

○ Used for developing REST APIs to interact with the LLMs and OCR models.
○ Handles model inference requests and processes responses.
○ Communication Protocol: HTTP/HTTPS.
○ Data Format: JSON.

2. Frontend Framework:

● React (Vite):
○ Frontend developed using React with Vite for fast and efficient development.

Department of Computer Science, Air University, Islamabad, Pakistan 43

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

○ Interfaces with Flask APIs via Axios for data fetching and submission.
○ Provides interfaces for students, teachers, and admins for exam conduction and
result viewing.

3. Databases:

● MongoDB (v6.0+):
○ Stores processed datasets, user information, exam records, and evaluation results.
○ Communication Protocol: MongoDB Atlas connection string.
○ Data Format: BSON (Binary JSON).

4. LLMs (Large Language Models):

● Models: RoBERTa, (Fine-Tuned).

○ Provides descriptive answer evaluation.
○ Models are fine-tuned with collected datasets to optimize accuracy.
○ Communication: Flask APIs for model inference.

5. OCR Module:

● Google Cloud Vision API / Custom CNN-RNN Model:

○ Processes handwritten exam sheets and extracts text data.
○ Integrated via Flask APIs.
○ Outputs text data for further evaluation by LLMs.

6. Web Servers:

● [Link] (Express):
○ Manages the frontend-backend communication for the MERN stack.
○ Serves React frontend and handles requests from Flask APIs.

7. External APIs and Tools:

● Google Cloud Vision API:

○ Provides OCR capabilities for extracting handwritten text.

Department of Computer Science, Air University, Islamabad, Pakistan 44

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

○ Integrated with the backend via Flask APIs.

○ Authentication: API Key.

8. Communication & Data Exchange:

● APIs: All communication between the frontend, backend, LLMs, and OCR modules is
handled via REST APIs.
● Data Format: JSON is used for all data exchanges.
● Security: Data transmission is secured using HTTPS.

1.3.4. Communications Interfaces

HTTP/HTTPS (Hypertext Transfer Protocol/Secure):

● Used for communication between the frontend (React-based) and backend (Flask and
[Link] APIs).
● Ensures secure data transmission through HTTPS.

Flask APIs:

● Provides endpoints for model inference and evaluation.

● Facilitates communication between trained models (LLMs, OCR) and the MERN stack
application.

Data Transfer Formats:

● JSON is used for communication between frontend and backend components.

● CSV files are used for storing datasets.

Security Protocols:

● JWT (JSON Web Tokens): For user authentication and authorization.

● bcrypt: Used for password hashing to ensure secure storage and verification of user
passwords.
● SSL/TLS: Ensures secure communication between clients and servers.

Department of Computer Science, Air University, Islamabad, Pakistan 45

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.4. System Features

<This template illustrates organizing the functional requirements for the product by system
features, the major services provided by the product. You may prefer to organize this section by
use case, mode of operation, user class, object class, functional hierarchy, or combinations of
these, whatever makes the most logical sense for your product.>

1.4.1. System Feature 1

<Don’t really say “System Feature 1.” State the feature name in just a few words.>
[Link]. Description and Priority
<Provide a short description of the feature and indicate whether it is of High, Medium, or
Low priority. You could also include specific priority component ratings, such as benefit,
penalty, cost, and risk (each rated on a relative scale from a low of 1 to a high of 9).>
[Link]. Stimulus/Response Sequences
<List the sequences of user actions and system responses that stimulate the behavior
defined for this feature. These will correspond to the dialog elements associated with use
cases.>
[Link]. Functional Requirements
<Itemize the detailed functional requirements associated with this feature. These are the
software capabilities that must be present in order for the user to carry out the services
provided by the feature, or to execute the use case. Include how the product should
respond to anticipated error conditions or invalid inputs. Requirements should be concise,
complete, unambiguous, verifiable, and necessary. Use “TBD” as a placeholder to indicate
when necessary information is not yet available.>

<Each requirement should be uniquely identified with a sequence number or a meaningful

tag of some kind.>

REQ-SF1-1: <Write your requirement here>

REQ-SF1-2:
REQ-SF1-3:

Department of Computer Science, Air University, Islamabad, Pakistan 46

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.4.2. System Feature 2

<Don’t really say “System Feature 1.” State the feature name in just a few words.>
[Link]. Description and Priority
<Provide a short description of the feature and indicate whether it is of High, Medium, or
Low priority. You could also include specific priority component ratings, such as benefit,
penalty, cost, and risk (each rated on a relative scale from a low of 1 to a high of 9).>
[Link]. Stimulus/Response Sequences
<List the sequences of user actions and system responses that stimulate the behavior
defined for this feature. These will correspond to the dialog elements associated with use
cases.>
[Link]. Functional Requirements
<Itemize the detailed functional requirements associated with this feature. These are the
software capabilities that must be present in order for the user to carry out the services
provided by the feature, or to execute the use case. Include how the product should
respond to anticipated error conditions or invalid inputs. Requirements should be concise,
complete, unambiguous, verifiable, and necessary. Use “TBD” as a placeholder to indicate
when necessary information is not yet available.>

<Each requirement should be uniquely identified with a sequence number or a meaningful

tag of some kind.>

REQ-SF2-1:
REQ-SF2-2:
REQ-SF2-3:

1.4.3. System Feature 3 (and so on)

Department of Computer Science, Air University, Islamabad, Pakistan 47

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.5. Nonfunctional Requirements

1.5.1. Performance Requirements
<If there are performance requirements for the product under various circumstances, state them
here and explain their rationale, to help the developers understand the intent and make suitable
design choices. Specify the timing relationships for real time systems. Make such requirements
as specific as possible. You may need to state performance requirements for individual
functional requirements or features.>

1.5.2. Safety Requirements

<Specify those requirements that are concerned with possible loss, damage, or harm that could
result from the use of the product. Define any safeguards or actions that must be taken, as well as
actions that must be prevented. Refer to any external policies or regulations that state safety
issues that affect the product’s design or use. Define any safety certifications that must be
satisfied.>
1.5.3. Security Requirements
<Specify any requirements regarding security or privacy issues surrounding use of the product or
protection of the data used or created by the product. Define any user identity authentication
requirements. Refer to any external policies or regulations containing security issues that affect
the product. Define any security or privacy certifications that must be satisfied.>
1.5.4. Usability Requirements

1.5.5. Reliability Requirements

1.5.6. Maintainability/Supportability Requirements

1.5.7. Portability Requirements

1.5.8. Efficiency Requirements

Department of Computer Science, Air University, Islamabad, Pakistan 48

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

1.6. Domain Requirements

<Define any other requirements not covered elsewhere in the SRS. This might include database
requirements, internationalization requirements, legal requirements, reuse objectives for the
project, and so on. Add any new sections that are pertinent to the project.>

Department of Computer Science, Air University, Islamabad, Pakistan 49

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 3
Use Case Analysis

Department of Computer Science, Air University, Islamabad, Pakistan 50

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 3: Use Case Analysis

The system features three main actors: Patient, Psychologist, and Admin. Patients can create an
account through signup, log in, and access various features such as playing therapeutic games,
viewing their profile, checking their performance dashboard, and browsing a list of
psychologists. They can also select a psychologist to be their assigned doctor, enabling a
personalized support experience. Psychologists can view detailed information about their
assigned patients, create or edit blog posts, and communicate directly with patients through the
platform. Admins oversee the entire system, with the ability to manage user accounts (patients
and psychologists), control web content, moderate blog submissions, and add new psychologists.
Each actor has specific permissions to ensure the platform runs efficiently and supports users
effectively.

3.1. Use Case Model

Department of Computer Science, Air University, Islamabad, Pakistan 51

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Figure 1: Use Case for Insurance Company

Department of Computer Science, Air University, Islamabad, Pakistan 52

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

3.2. Use Cases Description

3.1.1. Use Case: Sign Up
Title Sign Up
Requirement Patient must be able to register with email
and password.
Rational Enables user account creation and access to
personalized services.
Restriction or Risk Duplicate accounts or fake registrations.
Dependency Pc, Internet connection
Priority High
Table 1: User Sign Up Function
Use case 1
Sign Up
Actor
● Patient
Preconditions
● User is not already registered.
Basic flow
● Patient accesses the sign-up page.
● Enters required information.
● Submits form.
● System creates a new account.
Alternate flows
● If the email is already registered, show error.
Post Condition
● Patient account is created and stored.
Table 2: User Sign Up Function: Use Case 1

3.1.2. User Log In Function

Title Log In
Requirement Patient must be able to authenticate and
access their profile.
Rational To secure access to personalized services.
Restriction or Risk Brute force attacks, incorrect password
attempts.
Dependency Pc, Internet connection, Sign Up
Priority High
Table 1: User Login Function

Department of Computer Science, Air University, Islamabad, Pakistan 53

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Use Case: Log In

Log In
Actor
● Patient
Preconditions
● Patient is registered.
Basic flow
● Patient opens login page.
● Inputs credentials.
● System validates and grants access.
Alternate flows
● Invalid credentials: error message displayed.
Post Condition
● Patient is logged in and redirected to Main Page.
Table 2: User Login Function: Use Case 2

3.1.3. Games
Title Games
Requirement Patients can play games after logging in.
Rational Games serve therapeutic or cognitive
enhancement purposes.
Restriction or Risk Game content must be suitable for all users
Dependency Pc, Internet connection, Log In
Priority Medium
Table 1: User Games Function
Use Case: Log In
Log In
Actor
● Patient
Preconditions
● Patient is logged in.
Basic flow
● Patient selects a game.
● Game loads and starts.
● Patient plays the game.
Alternate flows
● Game Failed to load: error message displayed.
Post Condition

Department of Computer Science, Air University, Islamabad, Pakistan 54

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

● Game data is saved

Table 2: User Games Function: Use Case 2

3.1.4. View Profile

Title View Profile
Requirement Patient can view their personal information.
Rational Provides visibility into stored data.
Restriction or Risk Privacy and data security concerns.
Dependency Pc, Internet connection, Log In
Priority Medium
Table 1: User View Profile Function
Use Case: View Profile
View Profile
Actor
● Patient
Preconditions
● Patient is logged in.
Basic flow
● Patient selects "Profile" from menu.
● System displays patient information.
Alternate flows
● Profile Failed to load: error message displayed.
Post Condition
● Profile is View
Table 2: User View Profile Function: Use Case 2

3.1.5. View Performance Dashboard

Title View Performance Dashboard
Requirement Patient can track their game and therapy
progress.
Rational Provides motivation and insight into
improvement.
Restriction or Risk Misinterpretation of data.
Dependency Pc, Internet connection, Log In. Play Games
Priority Medium
Table 1: User View Performance Dashboard Function
Use Case: View Performance Dashboard
View Performance Dashboard

Department of Computer Science, Air University, Islamabad, Pakistan 55

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Actor
● Patient
Preconditions
● Patient is logged in.
Basic flow
● Patient selects "Performance" tab.
● Dashboard loads and displays visual data.
Alternate flows
● No activity: show message "No data yet."
Post Condition
● Dashboard is Viewed
Table 2: User View Performance Dashboard Function: Use Case 2

3.1.6. View Psychologist

Title View Psychologist
Requirement Patient can Browser Psychologist Profile
Rational Allows informed selection of mental health
professional.
Restriction or Risk Sensitive data exposure.
Dependency Pc, Internet connection, Log In
Priority High
Table 1: User View Performance Dashboard Function
Use Case: View Psychologist
View Psychologist
Actor
● Patient
Preconditions
● Patient is logged in.
Basic flow
● Patient clicks on “Find Psychologist”.
● List of psychologists appears.
Alternate flows
● No psychologists listed: show "No psychologists available."
Post Condition
● List of psychologists is shown.
Table 2: User View Psychologist Function: Use Case 2

3.1.7. Select Psychologist as Doctor

Department of Computer Science, Air University, Islamabad, Pakistan 56

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Title Select Psychologist

Requirement Patient can choose one psychologist as their
doctor.
Rational Enables personalized interaction.
Restriction or Risk One psychologist per patient policy.
Dependency Pc, Internet connection, Log In, View
Psychologist
Priority High
Table 1: User View Performance Dashboard Function
Use Case: Select Psychologist
Select Psychologist
Actor
● Patient
Preconditions
● Patient is logged in and has viewed psychologists.
Basic flow
● Patient selects psychologist profile.
● Clicks "Set as my Doctor".
● System stores this relation.
Alternate flows
● Already assigned: show overwrite confirmation.
Post Condition
● Psychologist is linked to patient.
Table 2: User Select Psychologist Function: Use Case 2

Department of Computer Science, Air University, Islamabad, Pakistan 57

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 4
System Design

Department of Computer Science, Air University, Islamabad, Pakistan 58

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 4: System Design

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

4.1. Architecture Diagram

This UML Architecture Diagram illustrates a three-layered software architecture consisting of
the Presentation Layer, Business Logic Layer, and Data Layer. The Presentation Layer includes
interfaces for Patients, Psychologists, and Admins to interact with the system. The Business
Logic Layer handles core functionalities such as authentication, user management, game
processing, and blog/content management. The Data Layer represents underlying databases
storing user information, game data, blog content, and web content. Actors interact with their
respective UIs, which communicate with services in the logic layer that, in turn, interact with
data storage.

Figure 2: Architecture Diagram

4.2. Domain Model

This domain model represents a comprehensive system for managing the care, development, and
interaction of children particularly those with special needs by integrating various user roles such

Department of Computer Science, Air University, Islamabad, Pakistan 59

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

as parents and psychologists. Parents manage their child’s medical and educational information,
while psychologists provide therapy, create notes, and share educational content through blogs.
The model supports interactive features like game sessions for children, messaging between
users, reviews of psychologists, and comments on blogs. It also tracks detailed medical data such
as hospital visits and lab tests. The relationships between entities are carefully structured to
ensure accountability, data ownership, and meaningful interactions within the platform.

Figure 3: Doman Model Diagram

Department of Computer Science, Air University, Islamabad, Pakistan 60

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

4.3. Entity Relationship Diagram with data dictionary

This Entity Relationship Diagram (ERD) with an integrated data dictionary models a
comprehensive system for managing users and services in a healthcare and educational platform
tailored for children, especially those with special needs. The core entity is the `User`, which
branches into specialized roles like `Parent` and `Psychologist`. Parents can have multiple
`Child` profiles, each participating in `Games`, with results tracked in the `Result` entity.
`Psychologists` can manage `Patients`, write `Blogs`, and engage in `Messages`, fostering
communication across users. `Blogs` and `Messages` enable content sharing and interaction,
while `Question` and `Content` support quiz functionality and dynamic landing page content.
Each table is annotated with key attributes and types, clearly defining primary and foreign keys,
relationships, and embedded structures to facilitate a MongoDB-compatible schema.

Department of Computer Science, Air University, Islamabad, Pakistan 61

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Figure 4: ER-Diagram

4.4. Sequence / Collaboration Diagram

This sequence diagram illustrates the process of booking a therapy session between a parent,
child, and psychologist within a well-structured MVC architecture. It begins with the Parent
interacting with the Web/App UI to view and select an available Psychologist for their Child.
The UI communicates with the SessionController, which delegates the task to the SessionService
for business logic execution. The service layer fetches and validates the required Psychologist

Department of Computer Science, Air University, Islamabad, Pakistan 62

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

and Child from their respective models, then creates a Therapy Session using the session model.
Once the session is successfully created, a confirmation is sent back through the layers to inform
the Parent. The diagram adheres to software engineering principles by clearly separating
responsibilities and showing precise method calls between actors and components.

Figure 6: Sequence Diagram

4.5. Activity Diagram

This activity diagram illustrates the workflow of the web-based learning platform for individuals
with Down syndrome, covering actions performed by three main actors: Patients, Psychologists,
and Admins. Patients can sign up or log in, play therapy games, view performance dashboards,
manage their profiles, and connect with psychologists. Psychologists can log in to view assigned
patients, write or edit blogs, and communicate with patients. Admins handle user management,
approve or reject blogs, manage content, and add psychologists. The diagram also includes
validation checks, conditional flows, and error handling to represent a complete and realistic user
interaction scenario.

Department of Computer Science, Air University, Islamabad, Pakistan 63

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Department of Computer Science, Air University, Islamabad, Pakistan 64

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Figure 7: Activity Diagram

4.6. State Transition Diagram
This state transition diagram models the behavior of a Patient user within the interactive learning
platform. It begins with application launch and transitions through states such as login, sign-up,
and authentication, including handling invalid credentials. Once authenticated, the user enters the
dashboard and can navigate to various states like playing therapy games, viewing performance,
editing their profile, or selecting a psychologist. Each action leads to appropriate transitions, such
as saving performance after a game or sending a connection request to a psychologist. The
diagram also includes logout and exit paths, ensuring comprehensive coverage of all possible
user interactions and system responses.

Department of Computer Science, Air University, Islamabad, Pakistan 65

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Department of Computer Science, Air University, Islamabad, Pakistan 66

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Figure 8:State transition diagram

4.7. Component Diagram

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

Figure 9: Component Diagram

4.8. Deployment Diagram

This deployment diagram illustrates the complete infrastructure setup of the interactive learning
platform for individuals with Down syndrome. It shows how client devices (web and mobile
browsers) securely communicate via HTTPS with a cloud-hosted frontend (React app) and
backend ([Link]/Express API) system. The backend is composed of modular services like
authentication, blog, game, and user management, all interacting with a cloud-based MongoDB
database. DevOps tools like GitHub Actions (CI/CD), logging services, and error tracking
systems (Sentry) ensure smooth deployment, monitoring, and maintenance, enabling a secure,
scalable, and maintainable architecture.

Department of Computer Science, Air University, Islamabad, Pakistan 67

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Figure 10: Deployment Diagram

4.9. Data Flow diagram

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

Department of Computer Science, Air University, Islamabad, Pakistan 68

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Department of Computer Science, Air University, Islamabad, Pakistan 69

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 5
Implementation

Chapter 5: Implementation
This chapter outlines the technical implementation details of the interactive learning platform for
individuals with Down syndrome. It covers the flow control logic, key components, and the
libraries and services integrated within the system. The chapter also describes the deployment

Department of Computer Science, Air University, Islamabad, Pakistan 70

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

environment, development tools and techniques used, adherence to coding standards, and version
control strategies. Overall, it provides a comprehensive overview of how the system was built,
tested, and managed during development.

5.1. Important Flow Control/Pseudo codes

The application architecture follows a modular approach, with major flow control handled
through a centralized API gateway that interacts with specific backend services. Each user type
(Patient, Psychologist, Admin) follows a distinct but controlled flow based on role-based
authentication. For example, during login, the system verifies credentials and generates a JWT
token for session handling. The dashboard routes are then conditionally rendered based on user
roles. In game modules, pseudo-code includes validation for game state, real-time performance
tracking, and score persistence. Blog creation and content moderation flows use conditional
checks for author roles and admin approvals. These logical control paths ensure secure
transitions, accurate data handling, and a consistent user experience across the application.

5.2. Components, Libraries, Web Services and stubs

The platform leverages a component-based architecture using React for frontend development
and [Link] with Express on the backend. Authentication is handled through JSON Web Tokens
(JWT) for secure session control. RESTful APIs serve as the bridge between frontend and
backend services. MongoDB is used as the primary NoSQL database. Libraries such as axios,
bcrypt, jsonwebtoken, and mongoose are core to the implementation. Web services include
integrations for real-time analytic and external content moderation APIs are stubbed for testing.
Modular service components are stubbed during early integration to allow independent testing of
frontend interfaces.

5.3. Deployment Environment

The application is designed for deployment in a cloud-based environment. During development
and testing, the system is hosted on localhost and GitHub Pages for frontend previews. The final
deployment will utilize AWS for the frontend and AWS for the backend [Link] API services.
MongoDB Atlas is used as the cloud-based database. The platform supports continuous

Department of Computer Science, Air University, Islamabad, Pakistan 71

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

deployment pipelines triggered by GitHub Actions. The system is cross-platform and accessible
from major web browsers including Chrome, Firefox, and Safari on both desktop and mobile
devices. SSL certificates are enabled to ensure secure HTTPS communication across all
endpoints.

5.4. Tools and Techniques

Development is carried out using Visual Studio Code as the primary IDE. The team employs
Figma and Adobe Illustrator for UI/UX design and mockup creation. For project management
and task assignment, GitHub Projects is used. The MERN stack (MongoDB, Express, React,
[Link]) forms the core technical foundation. Agile development techniques are applied with
iterative sprints and frequent standups. Code linting tools such as ESLint ensure syntax and code
consistency. API testing is conducted using Postman, while Jest and Mocha are used for unit
testing and integration testing during development cycles.

5.5. Best Practices / Coding Standards

The team adheres to industry-standard coding conventions for both frontend and backend.
JavaScript and [Link] files follow the JavaScript style guide, ensuring clarity, readability, and
consistency across the codebase. Modularization is emphasized by splitting services, routes, and
components into separate reusable files. Proper naming conventions, code comments, and
documentation are maintained throughout the system. Git branches follow a naming strategy
(e.g., feature/login, bugfix/blog-edit) to maintain clean code histories. Security best practices are
also implemented, including input sanitization, encrypted passwords (using bcrypt), and secure
storage of sensitive keys via environment variables.

5.6. Version Control

Version control is managed using Git, with the project hosted on GitHub. Developers collaborate
through pull requests and code reviews before merging to the main or production branch. Each
feature or bug fix is handled in its own branch, and changes are tracked using descriptive commit
messages. The repository is structured with src folders for frontend and backend, and

Department of Computer Science, Air University, Islamabad, Pakistan 72

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

includes .[Link] for configuration guidance. Continuous integration is supported via

GitHub Actions to automatically run tests and deploy builds on push events. This versioning
approach ensures traceability, rollback support, and collaborative development.

Department of Computer Science, Air University, Islamabad, Pakistan 73

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 6
Business Plan

Department of Computer Science, Air University, Islamabad, Pakistan 74

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 6: Business Plan

This chapter focuses on the business potential of the interactive learning platform for individuals
with Down syndrome. It defines the business objectives, analyzes the target market, identifies
competitors, and outlines the services offered. It also presents a strategic overview of how the
platform intends to penetrate and sustain itself in the market. A detailed SWOT analysis is also
provided to assess the internal and external factors influencing business success.

6.1 Business Description

The proposed solution is an assistive and educational web application designed to empower
individuals with Down syndrome by offering gamified learning and therapeutic experiences. The
platform fills the critical gap in accessible digital education by providing a structured, engaging,
and personalized learning journey. Unlike general learning platforms, it specifically addresses
cognitive and developmental needs associated with Down syndrome, making learning more
inclusive and goal-oriented. The business aims to operate under a dual-service model: direct-to-
consumer (D2C) for individuals and families, and business-to-business (B2B) for institutions like
special education schools, therapy centers, and NGOs. The business envisions scaling the
product through partnerships with educational institutions and healthcare providers, eventually
creating a national or even international network of inclusive digital education.

6.2 Market Analysis & Strategy

The global special education technology market is expanding rapidly, driven by growing
awareness and demand for accessible learning tools. With over 6 million people living with
Down syndrome globally, there is a pressing need for inclusive and interactive platforms that
promote independence. Our primary target market includes parents and caregivers, special
educators, psychologists, and rehabilitation centers. The initial launch strategy focuses on
reaching local therapy centers, special education schools, and Down syndrome associations
through demos and pilot programs. We also plan to run awareness campaigns through social
media and local medical institutions. Our pricing strategy involves a freemium model for
individuals, where basic content is free but advanced modules require a subscription. For
institutions, we offer tiered plans based on the number of users and feature access, making the
product scalable and financially sustainable.

Department of Computer Science, Air University, Islamabad, Pakistan 75

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

6.3 Competitive Analysis

While several tools like Special iApps, InnerVoice, and See and Learn cater to children with
cognitive impairments, most have critical limitations. Many are both restricted to iOS or lack
multi-user dashboards and real-time analytics. Some lack engaging, gamified environments or
psychologist interaction, limiting user retention and holistic support. Our platform stands out by
being web-based (accessible on all devices), and offering comprehensive support features
including real-time feedback, blog-based education, and psychologist-patient interaction.
Moreover, the design adheres to the Web Content Accessibility Guidelines (WCAG 2.1),
ensuring it remains inclusive for users with different cognitive abilities. Another unique offering
is the performance dashboard and custom learning paths, empowering caregivers and
psychologists to track and support learning in real time.

6.4 Products/Services Description

The platform offers a diverse suite of services designed to meet the educational and therapeutic
needs of individuals with Down syndrome. These include interactive games like Magic Memory,
Match Game, Counting Game, Spelling Bee, and Figure Five, all aimed at enhancing memory,
numeracy, language, and logic. Each game is accompanied by a feedback system that stores user
performance and contributes to a personalized progress report visible on the user dashboard. The
blog section allows psychologists to write and share research-based articles, tips, and guidance
for users and caregivers. A secure messaging system lets patients communicate with selected
psychologists. Administrators have access to control panels for managing users, content, and
analytics. The system also includes a content recommendation engine and visual progress
reports, making it highly valuable for educators and parents to monitor and guide learning.

6.5 SWOT Analysis

 Strengths:
o Highly tailored for individuals with Down syndrome using gamified learning
principles.
o Fully web-based and accessible from any modern browser, including support for
assistive technologies.
o Integration with psychologists provides medical and educational credibility.

Department of Computer Science, Air University, Islamabad, Pakistan 76

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

o Modular design allows for easy scaling, updates, and role-specific dashboards
(patient, psychologist, admin).
 Weaknesses:
o Initial dependency on caregiver or educator involvement for system setup and
user guidance.
o Internet access and digital literacy are required, which may be limited in some
target areas.
o The need for curated content creation may slow down initial content availability.
o Platform adoption might be slow without strong marketing and community
engagement.
 Opportunities:
o Rising global awareness and support for inclusive education and neurodiversity.
o Possibility of government and NGO collaborations, grants, and funding.
o Scalability to other cognitive disabilities like autism, ADHD, or dyslexia.
Expansion into mobile apps or integration with wearable therapy tools (like eye
tracking or speech support).
 Threats:
o Emerging competitors focusing on mobile-first development or using AI-based
personalization.
o Institutional budget limitations in adopting specialized educational platforms.
o Potential legal and regulatory constraints related to handling patient/cognitive
data and therapy suggestions.
o Technology fatigue or resistance to screen-based learning from some caregivers
or educators.

Department of Computer Science, Air University, Islamabad, Pakistan 77

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 7
Testing & Evaluation

Department of Computer Science, Air University, Islamabad, Pakistan 78

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 7: Testing and Evaluation

This chapter details the extensive testing methodologies applied to the interactive learning
platform for individuals with Down syndrome. A variety of software testing techniques have
been used to verify that each module and function performs reliably under expected and
exceptional conditions. Testing methods include black-box techniques such as equivalence
partitioning and boundary value analysis, as well as white-box techniques such as data flow
testing. Other essential quality assurance methods, including unit testing, integration testing,
performance, regression, and stress testing, have also been applied. This comprehensive
evaluation ensures that the platform is secure, scalable, user-friendly, and accessible to the target
audience.

6.1 Use Case Testing (Test Cases)

[[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
<Create test case for each use-case you created in use-case section (Example shown below)>
Test Case - 1
Test Case ID BU_001 Test Case Test the Login Functionality in
Description Banking Application
Created By Usman Reviewed By Jamil Version 2.1

QA Tester’s Log Review comments from Jamil incorporate

in version 2.1

Tester's Name Usman Date Tested 1-Jan-2017 Test Case Pass

(Pass/Fail/Not
Executed)

S# Prerequisites: S# Test Data

1 Access to Chrome Browser 1 Userid = mg12345
2 2 Pass = df12@434c
3 3

Test Verify on entering valid user_id and password, the

Scenario customer can login

Department of Computer Science, Air University, Islamabad, Pakistan 79

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Step # Step Details Expected Results Actual Results Pass / Fail / Not
executed /
Suspended
1 Navigate to Site should open As Expected Pass
[Link]
[Link]
2 Enter Userid & Credential can be As Expected Pass
Password entered
3 Click Submit Customer is As Expected Pass
logged in
4
6.2 Equivalence partitioning
[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
<Perform equivalence partitioning testing for all possible use cases and functions which takes
some parameters and use values in any kind of operation>

6.3 Boundary value analysis

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
<Perform Boundary value testing for all possible use cases and functions which takes some
parameters and use values in any kind of operation>

6.4 Data flow testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
Perform data flow testing according to the sequence and dataflow diagram in above design
section.

6.5 Unit testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
<Individual testing of all components and functionalities/features of your application/web
site/product. For example, if your application has location tracking and location sending two

Department of Computer Science, Air University, Islamabad, Pakistan 80

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

different features so you should do individual testing for both of them the you have to show
results/final outcome also mention the testing process along with pass and fail result of test.>

6.6 Integration testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
<Perform integration testing of all combined features and components of your product. For
example if your product have a backend database connected with mobile application web portal
then you should check the API level data transfer and between all of them. You also mentioned
methods you used for integration testing.>

6.7 Performance testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

6.8 Regression Testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

6.9 Stress Testing

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

Department of Computer Science, Air University, Islamabad, Pakistan 81

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 8
Conclusion & Future
Enhancements

Department of Computer Science, Air University, Islamabad, Pakistan 82

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Chapter 8: Conclusion & Future Enhancements

7.1 Achievements and Improvements

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

7.2 Critical Review

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

7.3 Lessons Learnt

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

7.4 Future Enhancements/Recommendations

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]

Department of Computer Science, Air University, Islamabad, Pakistan 83

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Appendices

Department of Computer Science, Air University, Islamabad, Pakistan 84

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Appendix A: Information / Promotional Material

[Paragraph Text 12 pt, Times New Roman, 1.5 Line Spacing, Justified]
[Between 4 to 8 lines describe what is this appendix all about]

A.1. Broacher (if any)

A.2. Flyer (if any)

A.3. Standee (if any)

A.4. Banner (if any)

Department of Computer Science, Air University, Islamabad, Pakistan 85

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Reference and Bibliography

Note: Use Mendeley or Endnote

[1] M. Sher, M. Rehman, “Title of the Paper” Conference name/Journal Name, Edition,
Volume, Issue, ISBN/ISSN, PP, Publisher/City-Country, Year.
[2] ……

Department of Computer Science, Air University, Islamabad, Pakistan 86

 Interactive Learning Web App: Empowering Individuals with Down syndrome through Gamified Education and
Therapy

Department of Computer Science, Air University, Islamabad, Pakistan 87