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

Outcomes for design and learning when teenagers with autism co-design a serious game: a pilot study
Outcomes for design and learning when teenagers with autism co-design a serious game: a pilot study
Digital 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). In technology applications for autism there is also a focus mostly on learning of social communication rather than academic subjects. This paper is a pilot study that explores the potential of including the views and perspectives of people with autism by analysing 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 five sessions by three peer teams from two different special educational institutions, involving a total of six students with ASD. The participants were positive about their enjoyment and motivation as well as 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 how their involvement can enhance curriculum-based learning as well as social engagement within the classroom.
0266-4909
293-305
Bossavit, Benoît
ed61e018-1568-4902-b146-ffd5214691d1
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Bossavit, Benoît
ed61e018-1568-4902-b146-ffd5214691d1
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d

Bossavit, Benoît and Parsons, Sarah (2018) Outcomes for design and learning when teenagers with autism co-design a serious game: a pilot study. Journal of Computer Assisted Learning, 34 (3), 293-305. (doi:10.1111/jcal.12242).

Record type: Article

Abstract

Digital 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). In technology applications for autism there is also a focus mostly on learning of social communication rather than academic subjects. This paper is a pilot study that explores the potential of including the views and perspectives of people with autism by analysing 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 five sessions by three peer teams from two different special educational institutions, involving a total of six students with ASD. The participants were positive about their enjoyment and motivation as well as 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 how their involvement can enhance curriculum-based learning as well as social engagement within the classroom.

Text Bossavit & Parsons Outcomes for design and learning JCAL in press - Accepted Manuscript
Restricted to Repository staff only until 10 January 2020.
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More information

Accepted/In Press date: 10 January 2018
e-pub ahead of print date: 9 February 2018
Published date: June 2018

Identifiers

Local EPrints ID: 416859
URI: https://eprints.soton.ac.uk/id/eprint/416859
ISSN: 0266-4909
PURE UUID: 05375c34-50a4-4d07-b1b2-06455e05dd1b
ORCID for Sarah Parsons: ORCID iD orcid.org/0000-0002-2542-4745

Catalogue record

Date deposited: 12 Jan 2018 17:30
Last modified: 09 Oct 2018 00:31

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