ABSTRACT
This paper describes a Participatory Design approach which involved teenagers with High functioning Autism in the design of an educational game to learn about Geography via the use of Natural User Interfaces. We designed sessions with specific activities which were guided by the interaction between the teachers and students on the day. The corresponding activities implicitly shaped the roles that each stakeholder undertook such as user, informant, tester, co-designer, motivator or facilitator. As a result, adults and young people together designed and tested a digital educational game based on their expertise as programmers, teachers, and video gamers, respectively. The project took place in a highly specialized school for young people with Special Educational Needs. This paper contributes by highlighting the importance of supporting students to participate on their own terms. Moreover, equity in participation is not about sharing all decisions but about managing and respecting the different types of expertise that each partner brings to the design team.
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: AuthorGoogle Scholar
- Annetta, L., Mangrum, J., Holmes, S., Collazo, K., & Cheng, M.-T. (2009). Bridging reality to virtual reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), pp. 1091--1113Google ScholarCross Ref
- Backlund P., Hendrix M. (2013). Educational games - Are they worth the effort? A literature survey of the effectiveness of serious games. In Proc. of Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1--8Google ScholarCross Ref
- Baio J. (2014) Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years --- Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2010 Surveillance Summaries. March 28, 2014 / 63(SS02);1--21. http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6302a1.htm?s_cid=ss6302a1_wGoogle Scholar
- Baird G., Simonoff E., Pickles A., Chandler S., Loucas T., Meldrum D., Charman T. (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP). The Lancet, 368(9531), pp. 210--215Google ScholarCross Ref
- Bartoli L., Corradi C., Garzotto F., Valoriani M. (2013). Exploring Motion-based Touchless Games for Autistic Children's Learning. In Proc. of IDC'13, pp. 102--111 Google ScholarDigital Library
- Benton L., Johnson H., Ashwin E., Brosnan M., Grawemeyer B. (2012). Developing IDEAS: Supporting children with autism within a participatory design team. In Proc. of CHI'12, pp. 2599--2608 Google ScholarDigital Library
- Benton L., Johnson H. (2014). Structured approaches to participatory design for children: can targeting the needs of children with autism provide benefits for a broader child population? Journal of Instructional Science, 42, pp. 47--65Google ScholarCross Ref
- Benton, L. & Johnson, H. (2015). Widening participation in technology design: a review of the involvement of children with special educational needs and disabilities. International Journal of Child-Computer Interaction, 3-4, 23--40Google ScholarCross Ref
- Bernardini S., Porayska-Pomsta K., Smith T. J. (2014). ECHOES: An intelligent serious game for fostering social communication in children with autism. Journal of Information Sciences, 264, pp. 41--60. Google ScholarDigital Library
- Bianchi-Berthouze N., Kim W., Patel D. (2007). Does body movement engage you more in digital game play? And Why? Affective Computing and Intelligent Interaction, pp. 102--113. Springer Google ScholarDigital Library
- Bossavit B., Marzo A., Ardaiz O. and Pina A. (2014). Hierarchical Menu Selection with a Body-Centered Remote Interface. Journal of Interacting with Computers, 26(5), pp. 389--402Google ScholarCross Ref
- Bossavit B., Pina, A. (2014). Designing educational tools, based on body interaction, for children with special needs who present different motor skills. In Proc. of iTAG'14, pp. 63--70. Google ScholarDigital Library
- Bratteteig T., Wagner I. (2012). Disentangling power and decision-making in participatory design. Participatory Design Conference Google ScholarDigital Library
- Clarke, L., & Abbott, L. (2015). Young pupils', their teacher's and classroom assistants' experiences of iPads in a Northern Ireland school: "Four and five years old, who would have thought they could do that?" British Journal of Educational Technology. doi:10.1111/bjet.12266Google Scholar
- Davis M., Dautenhahn K., Powell S., Nehaniv C. (2010). Guidelines for researchers and practitioners designing software and software trials for children with autism. Journal of Assistive Technologies, 4(1), 38--48Google ScholarCross Ref
- De Freitas, S. (2006). Using games and simulations for supporting learning. Learning, Media, and Technology, 31(4), pp. 343--358Google ScholarCross Ref
- Druin A. (2002). The role of children in the design of new technology. Behaviour and IT, 21(1), pp. 1--25Google ScholarCross Ref
- Durkin K., Boyle J., Hunter S., & Conti-Ramsden G. (2013). Video games for children and adolescents with special educational needs. Journal of Psychology, 221(2), 79--89Google Scholar
- Frauenberger C., Good J., Keay-Bright W., Pain H. (2012). Interpreting input from children: a designerly approach. In Proc. of CHI '12, pp. 2377--2386 Google ScholarDigital Library
- Frauenberger C., Good J., Alcorn A., Pain H. (2013). Conversing through and about technologies: Design critique as an opportunity to engage children with autism and broaden research(er) perspectives. International Journal of Child-Computer Interaction, 1(2), 38--49Google ScholarCross Ref
- Frauenberger C., Good J., Fitzpatrick G., Iversen O. S. (2015) In pursuit of rigour and accountability in participatory design, International journal of Human.-Computer. Studies. 74, pp. 93--106 Google ScholarDigital Library
- Guha M. L., Druin A., Fails J. A. (2013). Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design. Journal of Child-Computer Interaction, 1(1), pp. 14--23.Google ScholarCross Ref
- Hansen, L. K., Dalsgaard, P. (2015). Note to Self: Stop Calling Interfaces "Natural". Aarhus Series on Human Centered Computing, 1(1), p. 4 Google ScholarDigital Library
- Hsu H. M. J. (2011). The Potential of Kinect as Interactive Educational Technology. In Proc. of Education and Management Technology, pp. 334--338Google Scholar
- Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeifer. Google ScholarDigital Library
- Knight V., McKissick B. R., Saunders A. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Autism and Developmental Disorders, 43(11), pp. 2628--2648Google ScholarCross Ref
- Kynigos C., Smyrnaiou Z., Roussou M. (2010). Exploring rules and underlying concepts while engaged with collaborative full-body games. In Proc. of IDC'10, pp. 222--225 Google ScholarDigital Library
- Latham S. O., Stockman I. J. (2014). Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders. Journal of autism and developmental disorders, 44(6), 1288--1302Google ScholarCross Ref
- Lavelle T. A., Weinstein M. C., Newhouse J. P., Munir K., Kuhlthau K. A., Prosser L. A. (2014). Economic burden of childhood autism spectrum disorders. Pediatrics, 133(3), 520--529Google ScholarCross Ref
- Lee W. J., Huang C. W., Wu C. J., Huang S. T., Chen G. D. (2012). The Effects of Using Embodied Interactions to Improve Learning Performance. In Proc. of ICALT'12, pp. 557--559 Google ScholarDigital Library
- Millen L., Cobb S., Patel H. (2011). Participatory design approach with children with autism. International Journal on Disability and Human Development, 10(4), 289--294Google ScholarCross Ref
- Mitchell P., Parsons S., Leonard A. (2007). Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37(3), pp. 589--600Google ScholarCross Ref
- Molins-Ruano P., Sevilla C., Santini S., Haya P. A., Rodríguez P., Sacha G. M. (2014). Designing videogames to improve students' motivation. Journal of Computers in Human Behavior, 31, pp. 571--579 Google ScholarDigital Library
- Montes G., Halterman J. S. (2008). Association of childhood autism spectrum disorders and loss of family income. Pediatrics, 121(4), e821--e826Google ScholarCross Ref
- Muller M. J. (2003). chapter Participatory Design: The third Space in HCI. The Human-Computer Interaction Hand- book, pp. 1051--1068. Lawrence Erlbaum Associates, London, UK Google ScholarDigital Library
- Neale H., Cobb S., Kerr S. (2003). An inclusive design toolbox for development of educational Virtual Environments. Presented at: Include2003, Royal College of Art, London, 25-28 March 2003Google Scholar
- Parsons S., Charman T., Faulkner R., Ragan J., Wallace S., Wittemeyer K. (2013). Commentary -- bridging the research and practice gap in autism: The importance of creating research partnerships with schools. Journal of Autism, 17(3), pp. 268--280.Google ScholarCross Ref
- Parsons S., Cobb S. (2014). Reflections on the role of the 'users': challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum. International Journal of Research & Method in Education, 37(4), 421--441.Google ScholarCross Ref
- Parsons, S. (in press). Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism. International Journal of Child-Computer Interaction.Google Scholar
- Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25(4), pp. 239--248Google ScholarCross Ref
- Porayska-Pomsta (2015) Processes contra outcomes: On the uncomfortable search for balance between inclusive participation, design and engineering. Presentation at the ESRC seminar series: Innovative technologies for autism--critical reflections on digital bubbles. University of Bath, 9th July 2015. http://digitalbubbles.org.uk/wp-content/uploads/2015/09/DigitalBubbleBathfinal.compressed.pdfGoogle Scholar
- Ringland K. E., Zalapa R., Neal M., Escobedo L., Tentori M., Hayes G. R. (2014). SensoryPaint: A Multimodal Sensory Intervention for Children with Neurodevelopmental Disorders. In proc. Of UbiComp'14, pp. 873--884. Google ScholarDigital Library
- Ruland C. M., Starren J., Vatne T. M. (2008). Participatory design with children in the development of a support system for patient-centred care in pediatric oncology, Journal of Biomedical Informatics. 41(4), pp. 624--635 Google ScholarDigital Library
- Saiano M., Pellegrino L., Casadio M., Summa S., Garbarino E., Rossi V., Dall'Agata D., Sanguineti V. (2015). Natural interfaces and virtual environments for the acquisition of street crossing and path following skills in adults with Autism Spectrum Disorders: a feasibility study. Journal of NeuroEngineering and Rehabilitation, 12Google ScholarCross Ref
- Sanders, E.; Brandt E. & Binder T. (2010). A framework for organizing the tools and techniques of participatory design. Participatory design conference Google ScholarDigital Library
- Serret S., Hun S., Lakimova G., Lozada J., Anastassova M., Santos A., Vesperini S., Askenazy F. (2014). Facing the challenge of teaching emotions to individuals with low- and high-functioning autism using a new Serious game: a pilot study. Journal of Molecular Autism, 5:37Google ScholarCross Ref
- Sinclair, R. (2004). Participation in practice: Making it meaningful, effective and sustainable. Children & society, 18(2), 106--118.Google Scholar
- Wass S. V., Porayska-Pomsta K. (2014) The uses of cognitive training technologies in the treatment of autism spectrum disorders Autism, 18(8), 851--871Google Scholar
- Whyte E. M., Smyth J. M., Scherf K. S. (2014). Designing Serious Game Interventions for Individuals with Autism. Journal of Autism and Developmental DisordersGoogle Scholar
- Wrzesien M., Raya M. A. (2010) Learning in serious virtual worlds: evaluation of learning effectiveness and appeal to students in the E-Junior project. Computers & Education 55, pp. 178--187 Google ScholarDigital Library
Index Terms
- Designing an educational game for and with teenagers with high functioning autism
Recommendations
Co-designing with Adolescents with Autism Spectrum Disorder: From Ideation to Implementation
OzCHI '19: Proceedings of the 31st Australian Conference on Human-Computer-InteractionMost co-design-based Autism Spectrum Disorder (ASD) research is conducted with children and does not involve the participants directly. Studies have shown that people with ASD can take on the co-designer role in early phases of the software design ...
"This is how I want to learn": High Functioning Autistic Teens Co-Designing a Serious Game
CHI '16: Proceedings of the 2016 CHI Conference on Human Factors in Computing SystemsThis paper presents a project that developed a Serious Game with a Natural User Interface, via a Participatory Design approach with two adolescents with High-Functioning Autism (HFA). The project took place in a highly specialized school for young ...
Menstrual Monster: A Tangible Interactive Co-educational Game Designed for Teenagers
CHI EA '22: Extended Abstracts of the 2022 CHI Conference on Human Factors in Computing SystemsLearning menstruation in early adolescence could reduce teenagers’ misunderstanding of it and help them treat menstruation in a proper way. This paper explored a tangible game for teenagers of different genders learning menstruation through ...
Comments