Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals.
Recent years have seen an emergence of social emotional computer games for individuals with Autism Spectrum Disorder (ASD). These games are heterogeneous in design with few underpinned by theoretically informed approaches to computer-based interventions. Guided by the serious game framework outlined...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 49; no. 3; pp. 978 - 996 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Mar2019
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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=134918421&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134918421 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Mar2019 vid: 49 iid: 3 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 134918421 134918421 134918421 10.1007/s10803-018-3801-9 134918421 ppf: 978 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals. aug: au: Tang, Julia S. Y. Falkmer, Marita Chen, Nigel T. M. Bӧlte, Sven Girdler, Sonya affil: Curtin Autism Research Group, School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia sug: subj: Autism Spectrum Disorder Therapy Video Games Software Design Patient Attitudes Professional Role Human Motivation Learning Methods Adolescence Emotions Adolescent: 13-18 years ab: Recent years have seen an emergence of social emotional computer games for individuals with Autism Spectrum Disorder (ASD). These games are heterogeneous in design with few underpinned by theoretically informed approaches to computer-based interventions. Guided by the serious game framework outlined by Whyte et al. (Journal of Autism and Developmental Disorders 45(12):1-12, 2014), this study aimed to identify the key motivating and learning features for serious games targeting emotion recognition skills from the perspectives of 11 youth with ASD and 11 experienced professionals. Results demonstrated that youth emphasised the motivating aspects of game design, while the professionals stressed embedding elements facilitating the generalisation of acquired skills. Both complementary and differing views provide suggestions for the application of serious game principles in a potential serious game. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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