Journal Article

Designing Serious Game Interventions for Individuals with Autism

Smyth, Joshua M., Scherf, K. Suzanne, Whyte, Elisabeth M.

2015

Overview

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.

• Publisher: Springer US,Springer,Springer Nature B.V
• Subject: 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 / Computers / Design / Design Requirements / Diabetes / Education / Educational Games / Educational Objectives / Educational Practices / Educational Principles / Educational Research / Games / Generalization / Human Factors Engineering / Humans / Interpersonal communication / 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