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Review on Serious Games for people with Intellectual Disabilities and Autism

S
Stavros Tsikinas

This document reviews serious games for people with intellectual disabilities and autism. It explores the current state of serious games that target skills in categories like adaptive behavior, social skills, practical skills, and intellectual functioning. The review analyzed 50 studies and 43 serious games, classifying them by the skills and abilities addressed. Results found that most games focused on social and conceptual skills, and evaluated positively in usability and purpose testing, though few analyzed long term effects. Areas like practical life skills and intellectual functioning had fewer supporting studies. Overall, more research is needed on using new platforms and evaluating long term impacts of serious games.

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Review on Serious Games for People with Intellectual Disabilities and Autism Stavros Tsikinas, s.tsikinas@uom.gr Stelios Xinogalos, stelios@uom.gr Maya Satratzemi, maya@uom.gr Department of Applied Informatics University of Macedonia Thessaloniki, Greece Study Goal: Explore the state-of-the-art in Serious Games for people with Intellectual Disabilities and Autism
What is Intellectual Disability What is Autism Spectrum Disorder Intellectual Disabilities (AAIDD): Developmental Disorder that affects: Adaptive Behaviour Conceptual Social Practical Intellectual Functioning General Mental Abilities (IQ Test) Autism Spectrum Disorder: Limitations in: Social Emotional Communicational Existence of People with Both
Serious Games to Improve Skills New technological intervention method Combines learning and entertainment Different Games addressing different skills
Review Method (I/II) Connolly et. al (2012) Defined Databases covering the fields Science, Medicine, Computer Science Terms/Keywords Serious Games, Educational Games, Game-based Learning, Computer Games, Video Games, Computer Interventions, Interactive Multimedia, Software Design Intellectual Disabilities, Autism, Special Education, Cognitive Disabilities, Autism Spectrum Disorder, Therapy Skills, Mental Impairments
Review Method (II/II) Connolly et. al (2012) Filtering 2005-2016 Intellectual Disabilities or Autism Exclude other mental impairments Gaming Experience Design/Development/Evaluation 50 Studies, 43 Serious Games
Presentation Category of Skills (based on AAIDD) Author(s) Target Audience Name of Project/Game Purpose Type/Platform: desktop-based, web-based and app-based, console Evaluation Type of Testing (usability testing, purpose testing) Effect (positive, negative, neutral, not available) Availability
Examples Evaluation Type of Testing: UT=usability testing, PT=purpose testing Effect: +=positive effect, -=negative effect, N=neutral effect & NA=not available Purpose testing: ST = short term & LT = long term Availability is denoted by an * after the games name
Studies Classification SGs for ID & ASD Adaptive Behaviour (38) Conceptual (6) Language, Literacy (2) Money (2) Time (1) Numbers (1) Self-Direction Social (20) Interpersonal (19) Social Responsibility (1) Self-esteem Gullibility Naivet辿 Social Problem Solving Follow Rules Avoid Victimized Practical (12) Personal Care (2) Work-Related (2) Healthcare (4) Travel & Transportation (1) Schedules (1) Safety (1) Use of Money/Telephone (1) Intellectual Functioning (5) Cognitive (5)
Results (I/IV) Conceptual Skills: Addressed mainly to children with ID All types of platforms are used People with ID do not have particular limitation using hardware Purpose Testing with positive effects
Results (II/IV) Social Skills Most tackled category Interpersonal skills (Communication, Collaboration, Emotions) Addressed mainly to people with ASD Purpose Testing for nearly half of the games with positive effects (Short-Term) in most cases Skills, such as self-esteem, gullibility and na誰vet辿, are not covered
Results (III/IV) Practical Skills All AAIDD skills covered However, limited number of studies Majority commercially distributed Commercial games used for serious purpose Usability Testing
Results (IV/IV) Intellectual Functioning Most of studies present sets of mini-games Cover multiple cognitive skills Limited studies More challenging topic No long-term effects evaluated
Conclusions & Future Work PC overpowers other consoles New studies, use new generation platforms (Smartphones, Tablets) Game Consoles not popular SG Evaluations with long-term effects is limited Intellectual Functioning studies are limited Investigate evaluation methods/practices Develop new solution to address multiple skills
THANK YOU VERY MUCH!

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Review on Serious Games for people with Intellectual Disabilities and Autism

  • 1. Review on Serious Games for People with Intellectual Disabilities and Autism Stavros Tsikinas, s.tsikinas@uom.gr Stelios Xinogalos, stelios@uom.gr Maya Satratzemi, maya@uom.gr Department of Applied Informatics University of Macedonia Thessaloniki, Greece Study Goal: Explore the state-of-the-art in Serious Games for people with Intellectual Disabilities and Autism
  • 2. What is Intellectual Disability What is Autism Spectrum Disorder Intellectual Disabilities (AAIDD): Developmental Disorder that affects: Adaptive Behaviour Conceptual Social Practical Intellectual Functioning General Mental Abilities (IQ Test) Autism Spectrum Disorder: Limitations in: Social Emotional Communicational Existence of People with Both
  • 3. Serious Games to Improve Skills New technological intervention method Combines learning and entertainment Different Games addressing different skills
  • 4. Review Method (I/II) Connolly et. al (2012) Defined Databases covering the fields Science, Medicine, Computer Science Terms/Keywords Serious Games, Educational Games, Game-based Learning, Computer Games, Video Games, Computer Interventions, Interactive Multimedia, Software Design Intellectual Disabilities, Autism, Special Education, Cognitive Disabilities, Autism Spectrum Disorder, Therapy Skills, Mental Impairments
  • 5. Review Method (II/II) Connolly et. al (2012) Filtering 2005-2016 Intellectual Disabilities or Autism Exclude other mental impairments Gaming Experience Design/Development/Evaluation 50 Studies, 43 Serious Games
  • 6. Presentation Category of Skills (based on AAIDD) Author(s) Target Audience Name of Project/Game Purpose Type/Platform: desktop-based, web-based and app-based, console Evaluation Type of Testing (usability testing, purpose testing) Effect (positive, negative, neutral, not available) Availability
  • 7. Examples Evaluation Type of Testing: UT=usability testing, PT=purpose testing Effect: +=positive effect, -=negative effect, N=neutral effect & NA=not available Purpose testing: ST = short term & LT = long term Availability is denoted by an * after the games name
  • 8. Studies Classification SGs for ID & ASD Adaptive Behaviour (38) Conceptual (6) Language, Literacy (2) Money (2) Time (1) Numbers (1) Self-Direction Social (20) Interpersonal (19) Social Responsibility (1) Self-esteem Gullibility Naivet辿 Social Problem Solving Follow Rules Avoid Victimized Practical (12) Personal Care (2) Work-Related (2) Healthcare (4) Travel & Transportation (1) Schedules (1) Safety (1) Use of Money/Telephone (1) Intellectual Functioning (5) Cognitive (5)
  • 9. Results (I/IV) Conceptual Skills: Addressed mainly to children with ID All types of platforms are used People with ID do not have particular limitation using hardware Purpose Testing with positive effects
  • 10. Results (II/IV) Social Skills Most tackled category Interpersonal skills (Communication, Collaboration, Emotions) Addressed mainly to people with ASD Purpose Testing for nearly half of the games with positive effects (Short-Term) in most cases Skills, such as self-esteem, gullibility and na誰vet辿, are not covered
  • 11. Results (III/IV) Practical Skills All AAIDD skills covered However, limited number of studies Majority commercially distributed Commercial games used for serious purpose Usability Testing
  • 12. Results (IV/IV) Intellectual Functioning Most of studies present sets of mini-games Cover multiple cognitive skills Limited studies More challenging topic No long-term effects evaluated
  • 13. Conclusions & Future Work PC overpowers other consoles New studies, use new generation platforms (Smartphones, Tablets) Game Consoles not popular SG Evaluations with long-term effects is limited Intellectual Functioning studies are limited Investigate evaluation methods/practices Develop new solution to address multiple skills
  • 14. THANK YOU VERY MUCH!