Towards a serious games design framework for people with intellectual disability or autism spectrum disorder

Tsikinas, Stavros; Xinogalos, Stelios

doi:10.1007/s10639-020-10124-4

Cited by 31 publications

(23 citation statements)

References 56 publications

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“…"Pupils with ASD often require the intervention of a wide range of services adapted to their specific needs" (Cappe et al, 2017, p. 498). Various studies (Castro & Mallón, 2019;David et al, 2019;González et al, 2016;Guzmán et al, 2017;Hernández & Sosa, 2018;Lorenzo et al, 2021;Pinel et al, 2018;Silva & de Rodríguez, 2018;Terrazas et al, 2016;Tsikinas & Xinogalos, 2020;Vlachou & Drigas, 2017;Wang & Xing, 2021) show the benefits that ICT offers this community, with a wealth of content focused on the comprehensive and specialized development of people with autism.…”

Section: Introductionmentioning

confidence: 99%

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

2021

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Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick access to them. Many professionals and families include these resources in the education and therapy of children with autism. For a group with such particular needs, a review of the apps is great importance, since, due to their characteristics, the apps must provide content, design and pedagogical aspects that fit those needs. Through a previously validated system of indicators, 155 free apps on Google Play were evaluated, using “autism” in English and in Spanish. We determined which work area each app developed, as well as which were the most multifaceted. Having evaluated the recorded data, we calculated frequencies, percentages and reliability, as well as parametric contrast and correlation statistics. We found that the focus of most apps was on executive functions, language and entertainment, with a minority devoted to the emotional sphere or time management. However, 98.06% of the apps worked on several areas, which makes them more functional but with the downside of not being specialized. Most apps were placed in the “recommendable” level but with margin for improvement in increasing their functionality.

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Section: Introductionmentioning

confidence: 99%

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

2021

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“…We also included the need to simplify, dose, and organise the exercise material and to use structure in the game and in each gaming level. These elements can complement the learning content and game mechanics part of the game design framework Tsikinas and Xinogalos (2020) propose. Indeed, our newly presented model, with a focus on acquiring hard-to-learn abstract abilities and using a more structured set-up, can mutually complement the more general framework of Tsikinas and Xinogalos (2020).…”

Section: Discussionmentioning

confidence: 99%

“…These elements can complement the learning content and game mechanics part of the game design framework Tsikinas and Xinogalos (2020) propose. Indeed, our newly presented model, with a focus on acquiring hard-to-learn abstract abilities and using a more structured set-up, can mutually complement the more general framework of Tsikinas and Xinogalos (2020). Moreover, our model can be seen as an evolving one that can be supplemented and refined in the future by other game designers or researchers creating such games for people with intellectual disabilities.…”

Section: Discussionmentioning

confidence: 99%

The co-creation design process of ‘You & I’: a serious game to support mentalizing and stress-regulating abilities in adults with mild to borderline intellectual disabilities

Derks

Willemen

Wouda

et al. 2021

Behaviour & Information Technology

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“…Studies such as those by Stavros Tsikinas and Stelios Xinogalos [36,37] and Stéphanie Carlier et al [38] propose and/or compile design guidelines available in the literature on serious games for people with ASD. In ref.…”

Section: Technology-related Researchmentioning

confidence: 99%

“…[36], a total of seven design guidelines for serious games for people with ASD are proposed based on existing design guidelines given in the literature: (1) feedback, (2) customization and personalization, (3) graphical interface, (4) game difficulty, (5) repetition, (6) motivators, and (7) participatory design. The authors in [37] compiled and created design guidelines for serious games that aim to improve life skills in young adults with ASD and intellectual disability (ID). After a review of the literature, the authors define a "game design framework" that focuses on three axes: (1) pedagogy, (2) learning content and game mechanics, and (3) evaluation.…”

Section: Technology-related Researchmentioning

confidence: 99%

User Experience Factors for People with Autism Spectrum Disorder

2021

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Autism Spectrum Disorder (ASD) is a condition characterized by difficulties with social interaction and communication. Studies show that people with ASD tend to enjoy using technology, as it provides them with a safe and trustworthy environment. Evaluating User eXperience (UX) in people with disabilities has been a challenge that studies have addressed in recent times. Several studies have evaluated the usability and UX of systems designed for people with ASD using evaluation methods focused on end users without disabilities. In reviewing studies that evaluate systems designed for people with ASD, considering the characteristics of these users, we discovered a lack of particularized UX models. We present a proposal of nine UX factors for people with ASD based on two approaches: (1) the characteristics, affinities, and needs of people with ASD, and (2) design guidelines and/or recommendations provided in studies on technological systems for people with ASD and/or interventions with these users. The nine UX factors for people with ASD provide a theoretical basis from which to adapt and/or create UX evaluation instruments and methods and to generate recommendations and/or design guidelines that are adequate for this context.

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Towards a serious games design framework for people with intellectual disability or autism spectrum disorder

Cited by 31 publications

References 56 publications

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas

The co-creation design process of ‘You & I’: a serious game to support mentalizing and stress-regulating abilities in adults with mild to borderline intellectual disabilities

User Experience Factors for People with Autism Spectrum Disorder

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