Pavlina Maria Kellidou, Maria Kotzageorgiou, Iro Voulgari, Evdoxia Nteropoulou Nterou
{"title":"A Review of Digital Games for Children with Autism Spectrum Disorder","authors":"Pavlina Maria Kellidou, Maria Kotzageorgiou, Iro Voulgari, Evdoxia Nteropoulou Nterou","doi":"10.1145/3439231.3439270","DOIUrl":null,"url":null,"abstract":"In this study, we review existing free digital games for children with Autism Spectrum Disorder (ASD). We examine their features, aim, educational design, and learning theories that underlie them. Fourteen games were analysed. Based on our analysis, behaviourism seems to be a dominant educational approach for the design of games for ASD, despite the educational advantages of constructivist approaches. Through this review, we link the educational design of digital games for children with ASD to the potential learning outcomes, and we provide some insights for game developers, ASD specialists, and teachers, relevant to the design of more effective games for children with ASD.","PeriodicalId":210400,"journal":{"name":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 9th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3439231.3439270","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 4
Abstract
In this study, we review existing free digital games for children with Autism Spectrum Disorder (ASD). We examine their features, aim, educational design, and learning theories that underlie them. Fourteen games were analysed. Based on our analysis, behaviourism seems to be a dominant educational approach for the design of games for ASD, despite the educational advantages of constructivist approaches. Through this review, we link the educational design of digital games for children with ASD to the potential learning outcomes, and we provide some insights for game developers, ASD specialists, and teachers, relevant to the design of more effective games for children with ASD.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
