Outcomes for design and learning when teenagers with autism codesign a serious game: a pilot study

dc.contributor.authorBossavit, Benoît
dc.contributor.authorParsons, Sarah
dc.contributor.departmentEstadística, Informática y Matemáticases_ES
dc.contributor.departmentEstatistika, Informatika eta Matematikaeu
dc.contributor.funderUniversidad Pública de Navarra / Nafarroako Unibertsitate Publikoaes
dc.date.accessioned2020-11-12T13:59:52Z
dc.date.available2020-11-12T13:59:52Z
dc.date.issued2018
dc.description.abstractDigital educational games research tends to lack ecological validity by not adequately taking into account the views and perspectives of children and young people with autism spectrum disorders (ASD). This paper is a pilot study that explores and analyses an academic‐based educational game that was co‐designed with and for young people with ASD. The serious game aims to help the players learn Geography‐specific knowledge and integrates several strategic features so that users can collaborate together against the computer or compete against each other. The educational game was evaluated over 5 sessions by 3 peer teams from 2 different special educational institutions, involving a total of 6 students with ASD. The participants were positive about their enjoyment, motivation, and social engagement. The results showed that the players' level of competitiveness not only influenced the experience within the game but also the interaction within the peer teams. The game mechanisms did help the participants with ASD increase their knowledge in Geography content. The main conclusion is that there are considerable benefits of including children with ASD in the design process and future research should explore more fully on how their involvement can enhance curriculum‐based learning as well as social engagement within the classroom.en
dc.description.sponsorshipBenoît Bossavit has a grant from the Universidad Pública de Navarra, Spain.en
dc.format.extent31 p.
dc.format.mimetypeapplication/pdfen
dc.identifier.citationBossavit, B, Parsons, S. Outcomes for design and learning when teenagers with autism codesign a serious game: A pilot study. J Comput Assist Learn. 2018; 34: 293– 305. https://doi.org/10.1111/jcal.12242en
dc.identifier.doi10.1111/jcal.12242
dc.identifier.issn1365-2729
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/38620
dc.language.isoengen
dc.publisherWileyen
dc.relation.ispartofJournal of Computer Assisted Learning, 2018, 34, 293-305en
dc.relation.publisherversionhttps://doi.org/10.1111/jcal.12242
dc.rights© 2018 John Wiley & Sons Ltd.en
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.subjectAcademic contenten
dc.subjectAutismen
dc.subjectEducational gameen
dc.subjectUser‐centred designen
dc.titleOutcomes for design and learning when teenagers with autism codesign a serious game: a pilot studyen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
relation.isAuthorOfPublication45f0a653-c7ac-4322-80c3-735e9988330b
relation.isAuthorOfPublication.latestForDiscovery45f0a653-c7ac-4322-80c3-735e9988330b

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
28_Bossavit_OutcomesDesign_.pdf
Size:
658.96 KB
Format:
Adobe Portable Document Format
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description: