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Playfulness and communication for children with autism spectrum disorder: guidelines for a videogame

2021-07Journal article Restricted access
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dc.contributor.authorAlves, Valter
dc.contributor.authorP. Duarte, Rui
dc.contributor.authorFonseca, F.
dc.contributor.authorBernardo, Marco V.
dc.contributor.authorBarreto, Pedro
dc.contributor.authorSilva, C.E.
dc.contributor.authorFelizardo, Sara
dc.contributor.authorVideira, I.
dc.contributor.authorMatos, A.
dc.contributor.authorHenriques, C.
dc.date.accessioned2024-10-14T13:57:29Z
dc.date.available2024-10-14T13:57:29Z
dc.date.issued2021-07
dc.date.updated2024-09-22T13:41:49Z
dc.description.abstractAutism Spectrum Disorder (ASD) affects sensory processing and conditions the development of communication skills and social interaction. Literature shows that children with ASD are fond of technologies and videogames in particular. The predictable and constant behaviour of technological components, the visual appeal, and the challenges are often highly appreciated (Zakari et al., 2014). Besides, videogames typically allow users to play alone, which is adequate to the profile of such an audience. The use of videogames by autistic children has shown to be relevant, and studies are evidencing gains in several areas (Malinverni et al., 2017; Hedges et al., 2018; Ng & Pera, 2018; Valencia et al., 2019; Baldassarri et al., 2020). Even so, existing solutions that were specifically developed for this audience have assumedly pedagogical goals, which systematically compromises their ludic dimension (Hirsh-Pasek et al., 2015). A study is being developed to design and implement a videogame that focuses on pure playfulness and provides an advantage to players who adopt specific strategies that rely on communicating with other players. This videogame is conceived for both intervention and research. The game mechanics explores the flow theory (Csikszentmihalyi, 2011), in order to dynamically adapt the challenges to the skills shown by the players, trying not to let them reach states of anxiety (due to lack of skills) or boredom (due to lack of challenge). This reasoning is extended to motor skills, as autistic people may have difficulties. In this context, it is important to clarify that the study is limited to children with ASD without associated intellectual development disorders that compromise the viability of the very act of playing. Also instrumental to the project, different scenarios are designed so that researchers can observe and collect scientific data, aiming at better understanding the related issues. Such scenarios support the analysis of the influence of physical proximity between the players, their prior level of familiarity, and their relative communicational abilities. Also under analysis is the impact of repeating the experience, both in terms of in-game performance and regarding a possible contribution to the relationship between participants and, eventually, with third parties. The core of this paper is the presentation of the design guidelines that were created to support the videogame. The guidelines result from the contributions of experts, organised according to a Delphi technique (Green, 2014). The set of experts cover the fields of ASD, game design, special education, occupational therapy, rehabilitation, and educational research. Also included is the description of the videogame development, which resorts to agile methodologies, allowing for an incremental and iterative production, supported by recurrent tests and consistently validated according to the intended objectives.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.21125/edulearn.2021.1892pt_PT
dc.identifier.isbn9788409312672
dc.identifier.isbn978-84-09-31267-2
dc.identifier.slugcv-prod-2563368
dc.identifier.urihttp://hdl.handle.net/10400.19/8585
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relationCentre for Research in Digital Services
dc.subjectAutism Spectrum Disorderpt_PT
dc.subjectchildrenpt_PT
dc.subjectcommunicationpt_PT
dc.subjectsocial interactionpt_PT
dc.subjectvideogamespt_PT
dc.subjectplayfulnesspt_PT
dc.subjectguidelinespt_PT
dc.subjectgame designpt_PT
dc.subjecteducational researchpt_PT
dc.titlePlayfulness and communication for children with autism spectrum disorder: guidelines for a videogamept_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleCentre for Research in Digital Services
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05583%2F2020/PT
oaire.citation.titleEDULEARN21 Proceedingspt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameAlves
person.familyNameMonteiro Amaro Duarte
person.familyNameFonseca
person.familyNameBernardo
person.familyNameFelizardo
person.givenNameValter
person.givenNameRui Pedro
person.givenNameFrederico
person.givenNameMarco
person.givenNameSara
person.identifiergIYE8M4AAAAJ
person.identifier.ciencia-idF91B-3C45-E2AA
person.identifier.ciencia-id211F-55A0-4B63
person.identifier.ciencia-idE617-3633-CC0F
person.identifier.ciencia-id7C1C-342A-2434
person.identifier.orcid0000-0001-8981-0250
person.identifier.orcid0000-0002-6819-0985
person.identifier.orcid0000-0001-5748-3929
person.identifier.orcid0000-0003-0046-8685
person.identifier.orcid0000-0002-4763-687X
person.identifier.scopus-author-id14059938600
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.cv.cienciaid211F-55A0-4B63 | Rui Pedro Monteiro Amaro Duarte
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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