Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD)

Grossard, Charline; Grynspan, Ouriel; Serret, Sylvie; Jouen, Anne-Lise; Bailly, Kévin; Cohen, David

doi:10.1016/j.compedu.2017.05.002

Cited by 137 publications

(117 citation statements)

References 46 publications

Supporting

Mentioning

105

Contrasting

Unclassified

Order By: Relevance

“…These games are designed to be played via touch-enabled mobile devices or via traditional computers using a keyboard and a mouse. Very recently, Grossard et al provided a more up-to-date review on using serious games to teach individuals with ASD to improve their social interactions and emotion skills [10]. They focused on the target skills of the serious games, and the design principles of the games.…”

Section: Introductionmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

View full text Add to dashboard Cite

Abstract:The rapid development of computer and robotic technologies in the last decade is giving hope to perform earlier and more accurate diagnoses of the Autism Spectrum Disorder (ASD), and more effective, consistent, and cost-conscious treatment. Besides the reduced cost, the main benefit of using technology to facilitate treatment is that stimuli produced during each session of the treatment can be controlled, which not only guarantees consistency across different sessions, but also makes it possible to focus on a single phenomenon, which is difficult even for a trained professional to perform, and deliver the stimuli according to the treatment plan. In this article, we provide a comprehensive review of research on recent technology-facilitated diagnosis and treat of children and adults with ASD. Different from existing reviews on this topic, which predominantly concern clinical issues, we focus on the engineering perspective of autism studies. All technology facilitated systems used for autism studies can be modeled as human machine interactive systems where one or more participants would constitute as the human component, and a computer-based or a robotic-based system would be the machine component. Based on this model, we organize our review with the following questions: (1) What are presented to the participants in the studies and how are the content and delivery methods enabled by technologies? (2) How are the reactions/inputs collected from the participants in response to the stimuli in the studies? (3) Are the experimental procedure and programs presented to participants dynamically adjustable based on the responses from the participants, and if so, how? and (4) How are the programs assessed?

show abstract

Section: Introductionmentioning

confidence: 99%

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Liu

Zhao

et al. 2017

Applied Sciences

View full text Add to dashboard Cite

show abstract

“…In a similar sense, virtual learning environments, if designed as reproductions of real environments, can provide context for an activity and dynamic interactions to occur with the content delivered [8,16,20,21]. However, Grossard et al reveal that most serious games allow for working on only a few specific situations, and functional generalization of behavior, which may not be efficient, as social rules change with environmental context [8].…”

Section: Sense Of Place From the Virtual: The Subtle Learning Experiencementioning

confidence: 99%

“…Most work on serious games focus on specific aspects of serious games in terms of domains of training, as well as methods and results [8]. However, none describe the game's design and playability with respect to learning and experiences [8]. Therefore, the VCLE is introduced using the framework proposed by Peery [5].…”

Section: Attributes Of Serious Games and Instructional Designmentioning

confidence: 99%

“…There is growing research that looks at information-communication technologies aiming to improve learning efficiency using tools, such as virtual laboratories, which mainly focus on strengthening academic content and learning experiences (e.g., teaching social interactions and emotions to individuals with autism spectrum disorders) [8,9]. Various research using virtual and augmented reality tools have also been linked to the activities of the manufacturing industry (e.g., welding), and other practices, such as training activities in military, sports, and medical fields [9][10][11].…”

Section: Serious Game As Adjustable Learning Scaffold and The Overt Lmentioning

confidence: 99%

See 1 more Smart Citation

Designing the Learning Experiences in Serious Games: The Overt and the Subtle—The Virtual Clinic Learning Environment

Peery¹,

Pasalar²

2018

Informatics

View full text Add to dashboard Cite

Serious Games are becoming more common in the educational setting and must pass muster with both students and instructors for their learning experience and knowledge building. The Virtual Clinic Learning Environment has recently been developed and implemented at East Carolina University using a design framework based on Bloom's variables, and in the process of refining those design questions, identifies the methods of how serious games provide an overt and subtle learning experience. The overt learning experience is based in the design questions defined and the subtle experience was derived by examining the idea of sense of place as it relates to the virtual environment. By considering these two streams of learning, designers can avoid pitfalls and build on these design elements of a virtual learning environment.

show abstract

“…Often, they have disorders in the speech, the musculoskeletal system and in their cognitive development. For example, children with Autistic Spectrum Disorders (ASD) have limitations in the perception of the outside world, limited social relationships, difficulty in concentrating on individual stimulus, lack of organizational skills, and so on [4], [5], [6]. Typically, these children also have special educational needs, and standard training methods and systems are impracticable without prior adaptation.…”

Section: Introductionmentioning

confidence: 99%

ChilDiBu – A Mobile Application for Bulgarian Children with Special Educational Needs

Kraleva¹

2017

International Journal on Advanced Science, Engineering and Information Technology

View full text Add to dashboard Cite

Abstract-Designing applications adapted to the capabilities of each user is an important part of modern software engineering. Children with Autism spectrum disorder and/or intellectual disabilities are a special group of users where standard application design is not a good approach. Some of them have speech disorders, others have disorders of the musculoskeletal system and in their cognitive development. In the literature, these children are referred to as children with special educational needs. Only few researchers are involved in the development of various computer technologies, including mobile applications appropriate for these children. Some specialized mobile applications for these users can be found in the different mobile stores. However, most of these apps are rather expensive or with inappropriate user interfaces. Another disadvantage in all the apps is the lack of support in the Bulgarian language. It makes them unusable for the youngest users with special needs in Bulgaria. A conceptual model based on the investigation of some existing applications, the well-established theoretical practices, and on the opinion of children without disorders is proposed in this paper. An approach to designing and developing the interactive mobile application ChilDiBu for children with special needs, suitable for the Windows Phone mobile operating system, is presented. ChilDiBu is a picture-based app that combines graphic images, texts and audio files which can be used to learn the Bulgarian alphabet, the numbers up to 20, some basic colors and the daily activities that children perform. The application is focused on the development of the fine motor skills, observation and decision-making skills which is completed with a puzzle for arranging the two-digit numbers. At the end of the paper the app interface, the way it is used and its app architecture are shown.

show abstract

Serious games to teach social interactions and emotions to individuals with autism spectrum disorders (ASD)

Cited by 137 publications

References 46 publications

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

Designing the Learning Experiences in Serious Games: The Overt and the Subtle—The Virtual Clinic Learning Environment

ChilDiBu – A Mobile Application for Bulgarian Children with Special Educational Needs

Contact Info

Product

Resources

About