Designing Serious Game Interventions for Individuals with Autism

The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interve...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2015-12, Vol.45 (12), p.3820-3831
Main Authors: Whyte, Elisabeth M., Smyth, Joshua M., Scherf, K. Suzanne
Format: Article
Language:English
Subjects:
Adults
Assistive Technology
Autism
Autistic Disorder - psychology
Autistic Disorder - rehabilitation
Behavior
Behavioral Science and Psychology
CAD
Care and treatment
Child and School Psychology
Child psychology
Children & youth
Comorbidity
Computer & video games
Computer aided design
Computer Games
Computer-Assisted Instruction - methods
Design
Design Requirements
Diabetes
Education
Educational Games
Educational Objectives
Educational Practices
Educational Principles
Educational Research
Games
Generalization
Human Factors Engineering
Humans
Intervention
Learning
Learning Experience
Learning Theories
Motivation
Neurosciences
Original Paper
Pediatrics
Principles
Psychological aspects
Psychology
Public Health
Rewards
Social aspects
Social discrimination learning
Social skills
Sports
United States
Video Games
Virtual reality
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Description
Summary:The design of “Serious games” that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-014-2333-1