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Designing an educational game for and with teenagers with high functioning autism

Designing an educational game for and with teenagers with high functioning autism
Designing an educational game for and with teenagers with high functioning autism
This paper describes a Participatory Design approach which involved teenagers with High functioning Autism in the design of an educational game to learn about Geography via the use of Natural User Interfaces. We designed sessions with specific activities which were guided by the interaction between the teachers and students on the day. The corresponding activities implicitly shaped the roles that each stakeholder undertook such as user, informant, tester, co-designer, motivator or facilitator. As a result, adults and young people together designed and tested a digital educational game based on their expertise as programmers, teachers, and video gamers, respectively. The project took place in a highly specialized school for young people with Special Educational Needs. This paper contributes by highlighting the importance of supporting students to participate on their own terms. Moreover, equity in participation is not about sharing all decisions but about managing and respecting the different types of expertise that each partner brings to the design team.
1-10
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) Designing an educational game for and with teenagers with high functioning autism. PDC 2016: 14th Biennial Participatory Design Conference, Denmark. 15 - 19 Aug 2016. pp. 1-10 . (doi:10.1145/2940299.2940313).

Record type: Conference or Workshop Item (Paper)

Abstract

This paper describes a Participatory Design approach which involved teenagers with High functioning Autism in the design of an educational game to learn about Geography via the use of Natural User Interfaces. We designed sessions with specific activities which were guided by the interaction between the teachers and students on the day. The corresponding activities implicitly shaped the roles that each stakeholder undertook such as user, informant, tester, co-designer, motivator or facilitator. As a result, adults and young people together designed and tested a digital educational game based on their expertise as programmers, teachers, and video gamers, respectively. The project took place in a highly specialized school for young people with Special Educational Needs. This paper contributes by highlighting the importance of supporting students to participate on their own terms. Moreover, equity in participation is not about sharing all decisions but about managing and respecting the different types of expertise that each partner brings to the design team.

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More information

e-pub ahead of print date: August 2016
Venue - Dates: PDC 2016: 14th Biennial Participatory Design Conference, Denmark, 2016-08-15 - 2016-08-19
Organisations: Social Justice & Inclusive Education

Identifiers

Local EPrints ID: 397500
URI: http://eprints.soton.ac.uk/id/eprint/397500
PURE UUID: 8f50e007-1a35-4902-9702-6bd0e99c134d
ORCID for Sarah Parsons: ORCID iD orcid.org/0000-0002-2542-4745

Catalogue record

Date deposited: 01 Jul 2016 15:32
Last modified: 17 Dec 2019 01:40

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