Participatory design of augmented reality games for word learning in autistic children: the parental perspective

Abstract

The use of participatory design (PD) to inform the design of games and learning technology seems to be appropriate for marginalized groups of people, including children with autism. However, specific traits of the autism phenotype can create a barrier in facilitating participation of autistic children during PD activities, especially when their verbal abilities are limited. Involving parents in PD projects can help address challenges related to the communication abilities of the children. We have facilitated the design augmented reality (AR) games by including four autistic children and 9 parents. We analyzed qualitative data using an inductive approach using affinity diagrams and thematic analysis. We present insights from the parents on the use of AR technology and how it can be incorporated at home to enhance word learning activities. We report on (1) a set of five games based on learning by repetition, learning by classification and learning by association; (2) novel insights and knowledge about learning strategies and (3) tools to support autistic children in learning new words. We conclude our study by discussing the relevance of involving parents of autistic children in PD activities, offering design implications.