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...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 45; no. 12; pp. 3820 - 3832 |
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| Autores principales: | , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Springer Nature
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=111070581&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111070581 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Dec2015 vid: 45 iid: 12 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 111070581 111070581 111070581 10.1007/s10803-014-2333-1 NLM25488121 111070581 ppf: 3820 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Designing Serious Game Interventions for Individuals with Autism. aug: au: Whyte, Elisabeth Smyth, Joshua Scherf, K. affil: Department of Psychology, Pennsylvania State University, 110 Moore Building University Park 16802 USA sug: subj: Autism Spectrum Disorder Therapy Games Utilization Software Design Therapy, Computer Assisted Human Funding Source Virtual Reality Treatment Outcomes Cognitive Therapy Methods Learning Reward Systematic Review Child, Preschool Child Adolescence Feedback Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years ab: 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. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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