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This is how i want to learn: high functioning autistic teens co-designing a serious game

This is how i want to learn: high functioning autistic teens co-designing a serious game
This is how i want to learn: high functioning autistic teens co-designing a serious game
This paper presents a project that developed a Serious Game with a Natural User Interface, via a Participatory Design approach with two adolescents with High-Functioning Autism (HFA). The project took place in a highly specialized school for young people with Special Educational Needs (SEN). The teenagers were empowered by assigning them specific roles across several sessions. They could express their voice as user, informant, designer and tester. As a result, teachers and young people developed a digital educational game based on their experience as video gamers to improve academic skills in Geography. This paper contributes by describing the sensitive and flexible approach to the design process which promoted stakeholders' participation.
1294-1299
Bossavit, Benoit
a4fa556d-e827-42c8-8ba4-c033a323347a
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Bossavit, Benoit
a4fa556d-e827-42c8-8ba4-c033a323347a
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d

Bossavit, Benoit and Parsons, Sarah (2016) This is how i want to learn: high functioning autistic teens co-designing a serious game. CHI '16: Conference on Human Factors in Computing Systems, San Jose, United States. 07 - 12 May 2016. pp. 1294-1299 . (doi:10.1145/2858036.2858322).

Record type: Conference or Workshop Item (Paper)

Abstract

This paper presents a project that developed a Serious Game with a Natural User Interface, via a Participatory Design approach with two adolescents with High-Functioning Autism (HFA). The project took place in a highly specialized school for young people with Special Educational Needs (SEN). The teenagers were empowered by assigning them specific roles across several sessions. They could express their voice as user, informant, designer and tester. As a result, teachers and young people developed a digital educational game based on their experience as video gamers to improve academic skills in Geography. This paper contributes by describing the sensitive and flexible approach to the design process which promoted stakeholders' participation.

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More information

Accepted/In Press date: 15 January 2016
e-pub ahead of print date: May 2016
Venue - Dates: CHI '16: Conference on Human Factors in Computing Systems, San Jose, United States, 2016-05-07 - 2016-05-12
Organisations: Social Justice & Inclusive Education

Identifiers

Local EPrints ID: 397499
URI: https://eprints.soton.ac.uk/id/eprint/397499
PURE UUID: 3115273d-7961-4fdd-b777-5b78df7f5c45
ORCID for Sarah Parsons: ORCID iD orcid.org/0000-0002-2542-4745

Catalogue record

Date deposited: 01 Jul 2016 15:28
Last modified: 15 Aug 2019 00:38

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