Using Gamification to Improve the Quality of Educating Children with Autism

Navan, Azadeh Afrasiabi; Khaleghi, Ali

doi:10.14483/23448350.15431

Cited by 15 publications

(13 citation statements)

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“…The Octalysis gamification framework is widely used to segment users based on their motivations [68]. Octalysis was developed by Chou [68] as an octagon with 8 core drivers of individuals on each side: (1) epic meaning and calling, (2) development and accomplishment, (3) empowerment of creativity and feedback, (4) ownership and possession, (5) social influence and relatedness, (6) scarcity and impatience, (7) unpredictability and curiosity and, ( 8) loss and avoidance. The game strategies or elements that are associated with each driver have been grouped next to it.…”

Section: Phase 2: Knowing Usersmentioning

confidence: 99%

“…In cognitive contexts, in addition to considering the users' motivations, their needs should be identified since they may suffer from mild to severe cognitive dysfunction, which may sometimes be accompanied by physical disabilities. Afrasiabi Navan and Khaleghi [7] developed the game "Smile 1" to help Iranian autistic children recognize emotional states such as happiness, sadness, anger, and fear in the cartoon faces of girls and boys that appear in the game. The girls have a scarf (Figure 5) since these children only identify women and girls who wear a scarf (in Iranian culture, girls and women wear a scarf).…”

Section: Phase 2: Knowing Usersmentioning

confidence: 99%

“…For each test, some mini-games were designed in the context of ADLs such as cooking, cleaning, and shopping. The main feature of game-up is simplicity in terms of its mechanics and design [7,65,96,97]. This feature is useful for individuals who suffer from cognitive impairments like children with learning disabilities and ADHD who have weak working memory capacity [65,96].…”

Section: Phase 3: Exploring Existing Tools For Assessing or Training The Targeted Cognitive Context And Determining The Suitability Of Gamentioning

confidence: 99%

“…In this stage, individuals lose independence in their ADLs and require care and support from others. It is not only aging that causes cognitive impairments; they may also exist since childhood (such as attention deficit hyperactivity disorder [ADHD] and autism spectrum disorder) or because of different factors like alcohol or drug abuse [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

“…Figure 5. Screenshot of the game "Smile 1," which was developed to help autistic children recognize different emotions[7].…”

mentioning

confidence: 99%

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A Gamification Framework for Cognitive Assessment and Cognitive Training: Qualitative Study

Khaleghi¹,

Aghaei²,

Mahdavi³

2021

JMIR Serious Games

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Background Cognitive tasks designed to measure or train cognition are often repetitive and presented in a monotonous manner, features that lead to participant boredom and disengagement. In this situation, participants do not put forth their best effort to do these tasks well. As a result, neuropsychologists cannot draw accurate conclusions about the data collected, and intervention effects are reduced. It is assumed that greater engagement and motivation will manifest as improved data quality. Gamification, the use of game elements in nongame settings, has been heralded as a potential mechanism for increasing participant engagement in cognitive tasks. Some studies have reported a positive effect of gamification on participant performance, although most studies have shown mixed results. One reason for these contrasting findings is that most studies have applied poor and heterogeneous design techniques to gamify cognitive tasks. Therefore, an appropriate gamification design framework is needed in these tasks. Objective This study aimed to propose a framework to guide the design of gamification in cognitive tasks. Methods We employed a design science research (DSR) approach to provide a framework for gamifying cognitive assessments and training by synthesizing current gamification design frameworks and gamification works in cognitive assessment and training, as well as incorporating field experiences. The prototypes of the framework were iteratively evaluated with 17 relevant experts. Results We proposed a framework consisting of 7 phases: (1) preparation; (2) knowing users; (3) exploring existing tools for assessing or training a targeted cognitive context and determining the suitability of game-up and mapping techniques; (4) ideation; (5) prototyping using the Objects, Mechanics, Dynamics, Emotions (OMDE) design guideline; (6) development; and (7) disseminating and monitoring. Conclusions We found that (1) an intermediate design framework is needed to gamify cognitive tasks, which means that game elements should be selected by considering current cognitive assessment or training context characteristics since game elements may impose an irrelevant cognitive load that, in turn, can jeopardize data quality; (2) in addition to developing a new gamified cognitive task from scratch, 2 gamification techniques are widely used (first, adding game elements to an existing cognitive task and second, mapping an existing game to a cognitive function or impairment to assess or train it); and (3) further research is required to investigate the interplay of cognitive processes and game mechanics.

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Section: Phase 2: Knowing Usersmentioning

confidence: 99%

Section: Phase 2: Knowing Usersmentioning

confidence: 99%

Section: Phase 3: Exploring Existing Tools For Assessing or Training The Targeted Cognitive Context And Determining The Suitability Of Gamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Figure 5. Screenshot of the game "Smile 1," which was developed to help autistic children recognize different emotions[7].…”

mentioning

confidence: 99%

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