Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation
The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for chil...
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| Format: | Article |
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Taylor & Francis
2019
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| _version_ | 1796960798124277760 |
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| author | Khowaja, Kamran Salim, Siti Salwah |
| author_facet | Khowaja, Kamran Salim, Siti Salwah |
| author_sort | Khowaja, Kamran |
| collection | UM |
| description | The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. |
| first_indexed | 2024-03-06T05:50:03Z |
| format | Article |
| id | um.eprints-20046 |
| institution | Universiti Malaya |
| last_indexed | 2024-03-06T05:50:03Z |
| publishDate | 2019 |
| publisher | Taylor & Francis |
| record_format | dspace |
| spelling | um.eprints-200462019-08-07T04:52:41Z http://eprints.um.edu.my/20046/ Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation Khowaja, Kamran Salim, Siti Salwah QA75 Electronic computers. Computer science QA76 Computer software The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. Taylor & Francis 2019 Article PeerReviewed Khowaja, Kamran and Salim, Siti Salwah (2019) Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation. International Journal of Human-Computer Interaction, 35 (1). pp. 1-26. ISSN 1044-7318, DOI https://doi.org/10.1080/10447318.2017.1420006 <https://doi.org/10.1080/10447318.2017.1420006>. https://doi.org/10.1080/10447318.2017.1420006 doi:10.1080/10447318.2017.1420006 |
| spellingShingle | QA75 Electronic computers. Computer science QA76 Computer software Khowaja, Kamran Salim, Siti Salwah Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title | Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title_full | Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title_fullStr | Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title_full_unstemmed | Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title_short | Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation |
| title_sort | serious game for children with autism to learn vocabulary an experimental evaluation |
| topic | QA75 Electronic computers. Computer science QA76 Computer software |
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