Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review.
This study examines the available literature on the effects of serious games on people with intellectual disabilities or autism spectrum disorder. The studies were categorized based on the limitations in skills that these people address. Fifty‐four studies were selected, from different data sources....
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 61 - 74 |
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| Autores principales: | , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2019
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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=134200912&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200912 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200912 134200912 134200912 10.1111/jcal.12311 134200912 ppf: 61 ppct: 13 formats: tig: atl: Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review. aug: au: Tsikinas, Stavros Xinogalos, Stelios affil: Department of Applied Informatics, School of Information Sciences, University of Macedonia, Thessaloniki Greece sug: subj: Autism Spectrum Disorder In Infancy and Childhood Intellectual Disability In Infancy and Childhood Computer-Assisted Instruction Video Games Clinical Effectiveness Evaluation Human Systematic Review Adolescence Child Literature Review Data Analysis Software Adaptation, Psychological Recreational Therapy Methods Descriptive Statistics Social Behavior Communication Adolescent: 13-18 years Child: 6-12 years ab: This study examines the available literature on the effects of serious games on people with intellectual disabilities or autism spectrum disorder. The studies were categorized based on the limitations in skills that these people address. Fifty‐four studies were selected, from different data sources. These studies address limitations in intellectual functioning and adaptive behaviour. The results showed that the majority of studies on the effects of serious games for people with intellectual disabilities or autism spectrum disorder had a positive impact. Also, most studies for people with autism aim to improve social and communicational skills, whereas conceptual and cognitive skills were mainly observed in studies for people with intellectual disabilities. Although this study covers serious games in all platforms or delivery systems, the overwhelming majority of the presented studies include computer serious games. Computer‐assisted learning through serious games is considered quite promising for people with intellectual disabilities or autism spectrum disorder. Lay Description: What is already known about this topic: People with intellectual disabilities have major limitations in adaptive behaviour and intellectual functioning skills.People with autism have significant challenges in social skills, speech communication, and repetitive behaviours.Technology enhances the learning process of people with intellectual disabilities or autism.Serious games is an effective means that helps people with intellectual disabilities and autism acquire skills. What this paper adds: Existing serious games for people with intellectual disabilities or autism have been systematically classified.Serious games for people with intellectual disabilities and autism are usually designed using participatory design or similar user‐ or learner‐centred methods.Computer serious games are preferred, compared with mobile serious games or games hosted in consoles.The most popular evaluation method to test effectiveness on serious games is pretesting–posttesting.Most serious games for people with intellectual disabilities and autism have been used in a non‐formal education context. Implications for practice and/or policy: Efforts should be made to design and evaluate serious games that address adaptive behaviour skills for people with autism.Efforts should be made to design and evaluate serious games that address adaptive behaviour, intellectual functioning, and social skills for people with ID.Effective existing serious games can provide guidelines for designing new games. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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