Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals.
Teens with autism want games that feel like Fortnite; adults want games that feel like homework—build both in one toggle.
01Research in Context
What this study did
The team asked youth with autism what they want in an emotion-recognition game.
They also asked teachers, clinicians, and parents what supports the game must include.
Interviews and focus groups shaped a design wish list from both sides.
What they found
Kids wanted points, badges, fast pace, and chances to compete with friends.
Adults wanted slow replay, hints, and real-life photos so skills transfer to school and home.
Fun and generalization pulled in opposite directions.
How this fits with other research
Bono et al. (2016) already showed families will stick with a home game if it is simple. Their GOLIAH study logged high play rates with imitation games, but it left out teen voices. Shire et al. (2019) fill that gap by letting adolescents design the fun themselves.
Matson et al. (2011) found teens with autism need stronger facial cues to spot sadness. The new design advice matches that deficit: kids asked for clear, exaggerated faces and instant feedback.
Ben-Sasson et al. (2013) proved forced teamwork on a touch table boosts social play. The teens in Y’s study did not ask for partners; they wanted solo competition. The gap shows age matters—elementary kids accept joint play, teens want personal scoreboards.
Why it matters
When you pick or build social-skills software, weigh fun against transfer. Add toggle switches: speed mode for motivation, study mode for generalization. Let the learner choose. Show parents how to set the toggle to “study” before dinner and “speed” after homework. One small menu keeps both camps happy.
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02At a glance
03Original abstract
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.
Journal of autism and developmental disorders, 2019 · doi:10.1007/s10803-018-3801-9