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    Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals

    Access Status
    Fulltext not available
    Authors
    Tang, J.
    Falkmer, Marita
    Chen, N.
    Bolte, S.
    Girdler, Sonya
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Tang, J. and Falkmer, M. and Chen, N. and Bolte, S. and Girdler, S. 2018. Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals. Journal of Autism and Developmental Disorders.
    Source Title
    Journal of Autism and Developmental Disorders
    DOI
    10.1007/s10803-018-3801-9
    ISSN
    0162-3257
    School
    School of Occ Therapy, Social Work and Speech Path
    URI
    http://hdl.handle.net/20.500.11937/71014
    Collection
    • Curtin Research Publications
    Abstract

    © 2018, Springer Science+Business Media, LLC, part of Springer Nature. 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.

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