Towards Developing Computational Thinking Skills Through Gamified Learning Platforms for Students with Autism

Gamified Environments and Serious Games for Students With Autistic Spectrum Disorder: Review of Research

“… Design and testing of an environment that stimulates socio-emotional skills. Elshahawy et al ( 2022a ). Egypt.…”

“…Hernández et al ( 2022 ) create the PlanTEA software, which allows planning medical appointments and communicating with specialists based on gamified activities. Finally, Elshahawy et al ( 2022a ) design and evaluate different gamified platforms to encourage problem solving using basic programming.…”

“…The rules of the game, the visual rewards, the feedback, and the establishment of short-term goals involve the students in the game from their intrinsic motivation (Lee et al, 2018 ). These environments can also favor autonomy (Camargo et al, 2019 ), problem solving (Elshahawy et al, 2022a ), and monitoring of the evolution of students by families and teachers (Goswami et al, 2019; Lu et al, 2022 ) as well as physical activity (Lee et al, 2022 ; Luongo et al, 2022 ). In this context, it is important to integrate gamified techniques in clinical or psychoeducational treatments, especially when the aim is to develop skills such as self-recognition and social performance (Constain et al, 2019 ).…”

Asociación Mexicana de Neuropsicología. 25 años de práctica clínica e investigación

“…La gamificación aplicada en TEA pretende fomentar la independencia y forjar aprendizajes respecto a la interacción con los diferentes entornos en los que los individuos se desempeñan. Ejemplo de ello son algunas plataformas, entre las que se encuentran Emotiplay, que apoya mediante el juego el reconocimiento de emociones, y CodaRoutine, que tiene como objetivo la resolución de problemas (Camargo et al, 2019;Elshahawy et al, 2022).…”