A Participatory Approach for Game Design to Support the Learning and Communication of Autistic Children

Porcino, Thiago; Trevisan, Daniela; Clua, Esteban; Rodrigues, Marcos; Barbosa, Danilo Hisano

doi:10.1007/978-3-319-24589-8_2

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…For example, Didehbani et al use a virtual reality platform to provide social cognition training elements to autistic children [76]. In one of the rare cases of PD, Porcino et al created a game through which autistic children can engage more with communication [197]. Robots are used to teach the more nuanced aspects of non-verbal communication (e.g., [187]), whereas verbal components such as vocabulary [104] and speech patterns (e.g., pronunciation) [267] tend to use more classical forms of screen-based interfaces-on either mobile or stationary devices.…”

Section: Social Skillsmentioning

confidence: 99%

Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

148

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Autistic children are increasingly a focus of technology research within the Human-Computer Interaction (HCI) community. We provide a critical review of the purposes of these technologies and how they discursively conceptualise the agency of autistic children. Through our analysis, we establish six categories of these purposes: behaviour analysis, assistive technologies, education, social skills, therapy and well-being. Further, our discussion of these purposes shows how the technologies embody normative expectations of a neurotypical society, which predominantly views autism as a medical deficit in need of 'correction'. Autistic children-purportedly the beneficiaries of these technologies-thus become a secondary audience to the largely externally defined purposes. We identify a lack of design for technologies that are geared towards the interests, needs and desires of autistic children. To move HCI's research into autism beyond this, we provide guidance on how to consider agency in use and explicitly allow for appropriation beyond externally driven goals. CCS Concepts: • Human-centered computing → Participatory design; Interaction design process and methods; Accessibility design and evaluation methods;

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Section: Social Skillsmentioning

confidence: 99%

Agency of Autistic Children in Technology Research—A Critical Literature Review

Spiel

Frauenberger

Keyes

et al. 2019

ACM Trans. Comput.-Hum. Interact.

148

View full text Add to dashboard Cite

show abstract

“…Others positioned the 2 as separate methods [ 62 , 66 ], while others used terms interchangeably [ 75 , 85 ]. The most common definition of “participatory design” was to “involve end users in the design process” [ 45 , 48 , 68 , 72 , 86 ], which some interpreted strongly because end users fully and equally participated throughout the whole design and development process [ 68 , 70 ], while others read it weakly as “invit[ing] users to contribute ideas” [ 71 ]. There was further less consensus and clarity regarding the meaning and use of “co-design.”…”

Section: Resultsmentioning

confidence: 99%

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Saiger¹,

Deterding²,

Gega³

2023

JMIR Serious Games

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Background User involvement is widely accepted as key for designing effective applied games for health. This especially holds true for children and young people as target audiences, whose abilities, needs, and preferences can diverge substantially from those of adult designers and players. Nevertheless, there is little shared knowledge about how concretely children and young people have been involved in the design of applied games, let alone consensus guidance on how to do so effectively. Objective The aim of this scoping review was to describe which user involvement methods have been used in the design of applied games with children and young people, how these methods were implemented, and in what roles children and young people were involved as well as what factors affected their involvement. Methods We conducted a systematic literature search and selection across the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases using State of the Art through Systematic Review software for screening, selection, and data extraction. We then conducted a qualitative content analysis on the extracted data using NVivo. Results We retrieved 1085 records, of which 47 (4.33%) met the eligibility criteria. The chief involvement methods were participatory design (20/47, 43%) and co-design (16/47, 37%), spanning a wide range of 45 concrete activities with paper prototyping, group discussions, and playtesting being the most frequent. In only half of the studies (24/47, 51%), children and young people participated as true design partners. Our qualitative content analysis suggested 5 factors that affect their successful involvement: comprehension, cohesion, confidence, accessibility, and time constraints. Conclusions Co-design, participatory design, and similar high-level labels that are currently used in the field gloss over very uneven degrees of participation in design and a wide variety of implementations that greatly affect actual user involvement. This field would benefit from more careful consideration and documentation of the reason of user involvement. Future research should explore concrete activities and configurations that can address the common challenges of involving children and young people, such as comprehension, cohesion, confidence, and accessibility.

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“…Questions and Answers form for researcher for taking note and write the answers. We created a table based on [20] to review and validate and define the changes planned in the previous session according to teachers/therapists idea. b) Camera for some of the participants (only some of the parents/teachers were agreed for video recording or taking photo).…”

Section: Observation Materials A)mentioning

confidence: 99%

“…For instance, [19] present strategies to integrate the expertise of clinicians, contributions of children by PD method and experience of designers through a set of elicitation and merging techniques. In terms of learning purpose for children with ASD, [20] is another example to use a participatory design method for designing and developing mobile games.…”

Section: Introductionmentioning

confidence: 99%

A preliminary study on design of rehabilitation game for children with autism spectrum disorder

Dehkordi¹,

Ismail²,

Diah³

2019

IJEECS

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<p>This research presented a preliminary study on designing a rehabilitation game for children with Autism Spectrum Disorder. It has been proved that children with Autism are not interested in attending traditional rehabilitation treatments. Existing researches have shown that games and their usage in the rehabilitation area are growing fast. However, there is less research used to design a rehabilitation game ensuring that the proposed design criteria are based on the preference and requirements of users in order to maximize the engagement rate of the game. In this research, one-month observation sessions were conducted with five autistic participants with no design expertise in order to collect essential design considerations for a rehabilitation game. This paper proposed design considerations, which can be helpful to design a rehabilitation game to promote user engagement by addressing game mechanics and behavioral techniques according to the result of our observations.</p>

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A Participatory Approach for Game Design to Support the Learning and Communication of Autistic Children

Cited by 8 publications

References 16 publications

Agency of Autistic Children in Technology Research—A Critical Literature Review

Agency of Autistic Children in Technology Research—A Critical Literature Review

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

A preliminary study on design of rehabilitation game for children with autism spectrum disorder

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