From autism educators to game designers: integrating teaching strategies into game design for autism education support

Abstract

Many autism intervention approaches are based in playful interactions and games such as toys and puzzles, grounded in findings on the positive influence of play on learning. Previous studies have investigated the potential of interactive technology for autism education, showing that it enhances the learning experience and reduces the need for continuous assistance. However, teaching strategies are rarely considered as direct input for designing games that educators would use in their teaching practice. We conducted ethnographic research at a school for autistic children and found that educators want digital technologies that embed their current teaching and behaviour management strategies. Our results highlight links between autism teaching strategies and game design. We then used the results to devise a game design model for supporting autism education.