Franciely Alves de Souza , Suzerlly Vanderley Lopes Pires , Sara Raquel Araujo Leal , Cristian Camilo Millan Arias , Evanderson Heleno do Aguiar , Rogério Pontes de Araújo , Manoel Henrique da Nóbrega Marinho , Bruno José Torres Fernandes , Carlo Marcelo Revoredo da Silva
{"title":"通过一种有趣的方式来对待自闭症谱系障碍儿童的严肃游戏","authors":"Franciely Alves de Souza , Suzerlly Vanderley Lopes Pires , Sara Raquel Araujo Leal , Cristian Camilo Millan Arias , Evanderson Heleno do Aguiar , Rogério Pontes de Araújo , Manoel Henrique da Nóbrega Marinho , Bruno José Torres Fernandes , Carlo Marcelo Revoredo da Silva","doi":"10.1016/j.ijcci.2025.100750","DOIUrl":null,"url":null,"abstract":"<div><div>Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.</div></div>","PeriodicalId":38431,"journal":{"name":"International Journal of Child-Computer Interaction","volume":"45 ","pages":"Article 100750"},"PeriodicalIF":0.0000,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Towards serious games through a playful approach for children with autism spectrum disorder\",\"authors\":\"Franciely Alves de Souza , Suzerlly Vanderley Lopes Pires , Sara Raquel Araujo Leal , Cristian Camilo Millan Arias , Evanderson Heleno do Aguiar , Rogério Pontes de Araújo , Manoel Henrique da Nóbrega Marinho , Bruno José Torres Fernandes , Carlo Marcelo Revoredo da Silva\",\"doi\":\"10.1016/j.ijcci.2025.100750\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.</div></div>\",\"PeriodicalId\":38431,\"journal\":{\"name\":\"International Journal of Child-Computer Interaction\",\"volume\":\"45 \",\"pages\":\"Article 100750\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-06-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Child-Computer Interaction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2212868925000303\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Child-Computer Interaction","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2212868925000303","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
Towards serious games through a playful approach for children with autism spectrum disorder
Recent Brazilian school surveys highlight a growing enrollment of students with Autism Spectrum Disorder (ASD) in early childhood education, emphasizing the need for inclusive tools to address their unique challenges. Children with ASD often exhibit deficits in Executive Functions (EFs), such as working memory, cognitive flexibility, and inhibitory control, which are critical for learning and self-regulation. This study aims to develop and evaluate a Serious Game (SG) tailored to monitor and stimulate EFs in children with ASD, integrating usability requirements (URs) and autism-friendly design principles. The game features three activities – Memory, Shadow-matching, and Painting – designed to assess and enhance EFs. A case study involved 12 Brazilian children aged 3 to 6 years (6 with ASD and 6 as a control group), with support from Specialized Educational Assistance (SEA). Data from 640 sessions were analyzed using therapist-supported Exploratory Data Analysis (EDA). Findings reveal significant differences in EF performance between ASD and control groups, particularly in error rates, help requests, and session durations. The game effectively engaged children with ASD, maintaining their participation and motivation. The SG shows promise as an inclusive educational tool, fostering EF development in children with ASD. A publicly available dataset supports further research in adaptive technologies.