Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

Terlouw, Gijs; Veer, Job T. B. van ’t; Prins, Jelle T.; Kuipers, Derek; Pierie, Jean-Pierre E. N.

doi:10.2196/17260

Cited by 19 publications

(17 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Terlouw et al [ 57 ] described the development of a digital comic creator for children with an autism spectrum disorder. The digital tool was approached during the process and designed as a boundary object, aiming to connect the different stakeholders’ objectives.…”

Section: Resultsmentioning

confidence: 99%

“…The reflective mechanism was the least identified in all the papers. However, in the papers in which the reflective mechanism took place [ 57 , 82 , 84 , 85 , 90 ], there was a much smoother adaptation and application of the innovation or tool afterward. There was more shared ownership of the problem and solution in the processes described and more consideration of other perspectives along the way.…”

Section: Discussionmentioning

confidence: 99%

“…The strategy to enact this process is something that designers often perform in the first phase of research. Many design research thinking or design research projects start with a phase or focus, such as empathy [ 49 - 51 ], discover [ 52 - 54 ] or assess user needs, analyze content, and context [ 55 - 57 ], in which, inter alia, user needs are identified. In design, this phase is essential.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review

Terlouw¹,

Kuipers²,

Veldmeijer³

et al. 2022

JMIR Hum Factors

Self Cite

View full text Add to dashboard Cite

Background Boundary objects can add value for innovative design and implementation research in health care through their organizational focus and the dynamic structure between ill-structured and tailored use. However, when innovation is approached as a boundary object, more attention will need to be paid to the preimplementation phase. Research and design thinking pay attention to the preimplementation stage but do not have a social or organizational focus per se. The integration of boundary objects in design methodologies can provide a more social and organizational focus in innovative design projects by mapping out the mechanisms that occur at boundaries during design. Four dialogical learning mechanisms that can be triggered at boundaries have been described in the literature: identification, coordination, reflection, and transformation. These mechanisms seem suitable for integration in innovative design research on health. Objective Focusing on innovation in health, this study aims to find out whether the different learning mechanisms can be linked to studies on health innovation that mention boundary objects as a concept and assess whether the related mechanisms provide insight into the stage of the design and implementation or change process. Methods The following 6 databases were searched for relevant abstracts: PubMed, Scopus, Education Resources Information Center, PsycINFO, Information Science and Technology Abstracts, and Embase. These databases cover a wide range of published studies in the field of health. Results Our initial search yielded 3102 records; after removing the duplicates, 2186 (70.47%) records were screened on the title and abstract, and 25 (0.81%) papers were included; of the 13 papers where we identified 1 mechanism, 5 (38%) described an innovation or innovative project, and of the 12 papers where we identified more mechanisms, 9 (75%) described the development or implementation of an innovation. The reflective mechanism was not identified solely but was present in papers describing a more successful development or implementation project of innovation. In these papers, the predetermined goals were achieved, and the process of integration was relatively smoother. Conclusions The concept of boundary objects has found its way into health care. Although the idea of a boundary object was introduced to describe how specific artifacts can fulfill a bridging function between different sociocultural sites and thus have a social focus, the focus in the included papers was often on the boundary object itself rather than the social effect. The reflection and transformation mechanisms were underrepresented in the included studies but based on the findings in this review, pursuing to trigger the reflective mechanism in design, development, and implementation projects can lead to a more fluid and smooth integration of innovation into practice.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review

Terlouw¹,

Kuipers²,

Veldmeijer³

et al. 2022

JMIR Hum Factors

Self Cite

View full text Add to dashboard Cite

show abstract

“…The strategy to enact this process is something that designers often perform in the first phase of research. Many design research thinking or design research projects start with a phase or focus, such as empathy [49][50][51], discover [52][53][54] or assess user needs, analyze content, and context [55][56][57], in which, inter alia, user needs are identified. In design, this phase is essential.…”

Section: Identificationmentioning

confidence: 99%

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review (Preprint)

Terlouw¹,

Kuipers²,

Veldmeijer³

et al. 2021

Preprint

Self Cite

View full text Add to dashboard Cite

BACKGROUND Boundary objects can add value for innovative design and implementation research in health care through their organizational focus and the dynamic structure between ill-structured and tailored use. However, when innovation is approached as a boundary object, more attention will need to be paid to the preimplementation phase. Research and design thinking pay attention to the preimplementation stage but do not have a social or organizational focus per se. The integration of boundary objects in design methodologies can provide a more social and organizational focus in innovative design projects by mapping out the mechanisms that occur at boundaries during design. Four dialogical learning mechanisms that can be triggered at boundaries have been described in the literature: identification, coordination, reflection, and transformation. These mechanisms seem suitable for integration in innovative design research on health. OBJECTIVE Focusing on innovation in health, this study aims to find out whether the different learning mechanisms can be linked to studies on health innovation that mention boundary objects as a concept and assess whether the related mechanisms provide insight into the stage of the design and implementation or change process. METHODS The following 6 databases were searched for relevant abstracts: PubMed, Scopus, Education Resources Information Center, PsycINFO, Information Science and Technology Abstracts, and Embase. These databases cover a wide range of published studies in the field of health. RESULTS Our initial search yielded 3102 records; after removing the duplicates, 2186 (70.47%) records were screened on the title and abstract, and 25 (0.81%) papers were included; of the 13 papers where we identified 1 mechanism, 5 (38%) described an innovation or innovative project, and of the 12 papers where we identified more mechanisms, 9 (75%) described the development or implementation of an innovation. The reflective mechanism was not identified solely but was present in papers describing a more successful development or implementation project of innovation. In these papers, the predetermined goals were achieved, and the process of integration was relatively smoother. CONCLUSIONS The concept of boundary objects has found its way into health care. Although the idea of a boundary object was introduced to describe how specific artifacts can fulfill a bridging function between different sociocultural sites and thus have a social focus, the focus in the included papers was often on the boundary object itself rather than the social effect. The reflection and transformation mechanisms were underrepresented in the included studies but based on the findings in this review, pursuing to trigger the reflective mechanism in design, development, and implementation projects can lead to a more fluid and smooth integration of innovation into practice.

show abstract

“…To overcome this lack of consensus, the concept of boundary objects can provide a perspective. The idea of boundary objects, which is growing in interest [ 59 - 63 ], was initially framed to facilitate constructive cooperation between sides or social systems in the absence of consensus [ 64 ]. Boundary objects [ 65 ] can fulfill an important function in overcoming boundaries by addressing and adapting the local needs and constraints of different stakeholders.…”

Section: Introductionmentioning

confidence: 99%

The Development of an Escape Room–Based Serious Game to Trigger Social Interaction and Communication Between High-Functioning Children With Autism and Their Peers: Iterative Design Approach

Terlouw¹,

Kuipers²,

Veer³

et al. 2021

JMIR Serious Games

Self Cite

View full text Add to dashboard Cite

Background Children with autism spectrum disorder (ASD) have social deficits that affect social interactions, communication, and relationships with peers. Many existing interventions focus mainly on improving social skills in clinical settings. In addition to the direct instruction–based programs, activity-based programs could be of added value, especially to bridge the relational gap between children with ASD and their peers. Objective The aim of this study is to describe an iterative design process for the development of an escape room–based serious game as a boundary object. The purpose of the serious game is to facilitate direct communication between high-functioning children with ASD and their peers, for the development of social skills on the one hand and strengthening relationships with peers through a fun and engaging activity on the other hand. Methods This study is structured around the Design Research Framework to develop an escape room through an iterative-incremental process. With a pool of 37 children, including 23 children diagnosed with ASD (5 girls) and 14 children (7 girls) attending special primary education for other additional needs, 4 testing sessions around different prototypes were conducted. The beta prototype was subsequently reviewed by experts (n=12). During the design research process, we examined in small steps whether the developed prototypes are feasible and whether they have the potential to achieve the formulated goals of different stakeholders. Results By testing various prototypes, several insights were found and used to improve the design. Insights were gained in finding a fitting and appealing theme for the children, composing the content, and addressing different constraints in applying the goals from the children’s and therapeutic perspectives. Eventually, a multiplayer virtual escape room, AScapeD, was developed. Three children can play the serious game in the same room on tablets. The first test shows that the game enacts equal cooperation and communication among the children. Conclusions This paper presents an iterative design process for AScapeD. AScapeD enacts equal cooperation and communication in a playful way between children with ASD and their peers. The conceptual structure of an escape room contributes to the natural emergence of communication and cooperation. The iterative design process has been beneficial for finding a constructive game structure to address all formulated goals, and it contributed to the design of a serious game as a boundary object that mediates the various objectives of different stakeholders. We present 5 lessons learned from the design process. The developed prototype is feasible and has the potential to achieve the goals of the serious game.

show abstract

Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

Cited by 19 publications

References 52 publications

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review

Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review (Preprint)

The Development of an Escape Room–Based Serious Game to Trigger Social Interaction and Communication Between High-Functioning Children With Autism and Their Peers: Iterative Design Approach

Contact Info

Product

Resources

About