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Designing Serious Game Interventions for Individuals with Autism

Journal of autism and developmental disorders, 2015-12, Vol.45 (12), p.3820-3831 [Peer Reviewed Journal]

Springer Science+Business Media New York 2014 ;COPYRIGHT 2015 Springer ;Springer Science+Business Media New York 2015 ;ISSN: 0162-3257 ;EISSN: 1573-3432 ;DOI: 10.1007/s10803-014-2333-1 ;PMID: 25488121 ;CODEN: JADDDQ

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Title:
Designing Serious Game Interventions for Individuals with Autism
Author: Whyte, Elisabeth M. ; Smyth, Joshua M. ; Scherf, K. Suzanne
Subjects: Adulthood ; Assistive Technology ; Autism ; Autistic Disorder - psychology ; Autistic Disorder - rehabilitation ; Autistic spectrum disorders ; Behavior ; Behavioral Science and Psychology ; Care and treatment ; Child and School Psychology ; Child psychology ; Children & youth ; Comorbidity ; Computer & video games ; Computer aided design ; Computer Games ; Computer-Assisted Instruction - methods ; Design ; Design Requirements ; Diabetes ; Education ; Educational Games ; Educational Practices ; Educational Principles ; Games ; Generalization ; Human Factors Engineering ; Humans ; Intervention ; Interventions ; Learning ; Learning Experience ; Motivation ; Neurosciences ; Original Paper ; Pediatrics ; Principles ; Psychological aspects ; Psychology ; Public Health ; Rewards ; Social aspects ; Social discrimination learning ; Social skills ; Sports ; United States ; Video Games ; Virtual reality
Is Part Of: Journal of autism and developmental disorders, 2015-12, Vol.45 (12), p.3820-3831
Description: The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.
Publisher: New York: Springer US
Language: English
Identifier: ISSN: 0162-3257
EISSN: 1573-3432
DOI: 10.1007/s10803-014-2333-1
PMID: 25488121
CODEN: JADDDQ
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
MEDLINE
ProQuest Central

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Designing Serious Game Interventions for Individuals with Autism

Springer Science+Business Media New York 2014 ;COPYRIGHT 2015 Springer ;Springer Science+Business Media New York 2015 ;ISSN: 0162-3257 ;EISSN: 1573-3432 ;DOI: 10.1007/s10803-014-2333-1 ;PMID: 25488121 ;CODEN: JADDDQ

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