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Mubin, S A; Poh, Wee Ann M

A Review on Gamification Design Framework: How They Incorporated for Autism Children Conference

Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781728126104, (cited By 0).

Abstract | Links | BibTeX | Tags: Design Frameworks, Diseases, Games, Gamification, Interaction Skills, Research

Khowaja, K; Salim, S S; Al-Thani, D

Components to design serious games for children with autism spectrum disorder (ASD) to learn vocabulary Conference

Institute of Electrical and Electronics Engineers Inc., 2019, ISBN: 9781538679661, (cited By 2).

Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary

@conference{Khowaja2019,
title = {Components to design serious games for children with autism spectrum disorder (ASD) to learn vocabulary},
author = {K Khowaja and S S Salim and D Al-Thani},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062890872&doi=10.1109%2fICETAS.2018.8629208&partnerID=40&md5=277d4ff732687855a21405bf66efe9af},
doi = {10.1109/ICETAS.2018.8629208},
isbn = {9781538679661},
year = {2019},
date = {2019-01-01},
journal = {2018 IEEE 5th International Conference on Engineering Technologies and Applied Sciences, ICETAS 2018},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {Background: The research on the use of serious games to provide learning of skills to children with autism spectrum disorder (ASD) has increased in recent years. The use of serious games to provide vocabulary learning to children with ASD is still in infancy stage. Serious games are designed using a framework as a basis to use components in the game. However, there is no existing serious game design framework that can consider the needs of children with ASD.Objective: The objective of this study is to review components that could be useful in the design of serious game for children with ASD to learn vocabulary.Methods: The review of the literature on vocabulary learning of children with ASD and existing SGDFs was carried out to identify the components. The components have been reviewed from the perspective of 1) vocabulary learning of children with ASD in particular, 2) children with ASD in whole, 3) typical children and 4) game design in general.Results: A total of fifty components were found. The four components namely autism behaviours, strategies, instruction methods and modalities are related to children with ASD and their learning of vocabulary. The remaining components are based on the review of existing SGDFs. There were similarities in terms of use of components across the frameworks.Conclusion: The analysis of these components in the serious games developed for children with ASD shows its usability in designing games for these children. © 2018 IEEE.},
note = {cited By 2},
keywords = {Autism Spectrum Disorders, Components, Diseases, Framework, Game Design, Games, Serious Games, Vocabulary},
pubstate = {published},
tppubtype = {conference}
}

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Khowaja, K; Salim, S S

Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation Journal Article

International Journal of Human-Computer Interaction, 35 (1), pp. 1-26, 2019, ISSN: 10447318, (cited By 13).

Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary

@article{Khowaja20191,
title = {Serious Game for Children with Autism to Learn Vocabulary: An Experimental Evaluation},
author = {K Khowaja and S S Salim},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041121490&doi=10.1080%2f10447318.2017.1420006&partnerID=40&md5=156c0d5a4f725ee03fcae97740a468c2},
doi = {10.1080/10447318.2017.1420006},
issn = {10447318},
year = {2019},
date = {2019-01-01},
journal = {International Journal of Human-Computer Interaction},
volume = {35},
number = {1},
pages = {1-26},
publisher = {Taylor and Francis Inc.},
abstract = {The use of serious games (SGs) to provide intervention for various skills to children with autism spectrum disorder (ASD) has increased in the recent years. However, the potential of these games has not been utilized to provide learning of vocabulary to children with ASD. In designing games for children with ASD, there is a need to consider components specifically from the perspectives of ASD and the generic components that can support from the theoretical, content, and game design aspects. In the absence of any existing framework to design games for children with ASD, this article first introduces a framework named serious game design framework (SGDF), constructed to provide support throughout the design process. This framework was constructed based on the extensive review of the literature on ASD and existing SGDFs. The article then focuses on the design and development of a SG prototype based on SGDF. An experimental evaluation prototype was conducted to examine the effectiveness using the withdrawal design of single-subject research design (SSRD) in improving the receptive identification of vocabulary items among children with autism before and after using the prototype. The receptive identification of vocabulary items is measured in terms of the number of correct responses given and the number of attempts made to identify the correct response. The pre- and post-evaluations of the SG prototype show that learning of vocabulary items among children with ASD improved after using the game and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. © 2018, © 2018 Taylor & Francis Group, LLC.},
note = {cited By 13},
keywords = {Autism Spectrum Disorders, Children with Autism, Design and Development, Diseases, Experimental Evaluation, Game Prototypes, Games, Generic Components, Language Comprehensions, Serious Games, Vocabulary},
pubstate = {published},
tppubtype = {article}
}

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Khowaja, K; Al-Thani, D; Salim, S S

Vocabulary learning of children with autism spectrum disorder (Asd): From the development to an evaluation of serious game prototype Conference

2018-October , Dechema e.V., 2018, ISSN: 20490992, (cited By 1).

Abstract | Links | BibTeX | Tags: Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning

@conference{Khowaja2018288,
title = {Vocabulary learning of children with autism spectrum disorder (Asd): From the development to an evaluation of serious game prototype},
author = {K Khowaja and D Al-Thani and S S Salim},
editor = {Ciussi M.},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058940806&partnerID=40&md5=02b800c8fa997482a73efac067b59fc9},
issn = {20490992},
year = {2018},
date = {2018-01-01},
journal = {Proceedings of the European Conference on Games-based Learning},
volume = {2018-October},
pages = {288-298},
publisher = {Dechema e.V.},
abstract = {The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved.},
note = {cited By 1},
keywords = {Artificial Intelligence, Autism Spectrum Disorders, Children with Autism, Comparison of Performance, Diseases, Game Prototypes, Games, Instruction Methods, Maintenance, Prototype, Research, Serious Games, Vocabulary Learning},
pubstate = {published},
tppubtype = {conference}
}

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The review of the literature has shown that despite the effectiveness of serious games in the learning of various skills of children with autism spectrum disorder (ASD), they have been underutilised for the learning of vocabulary among children with ASD. This paper presents the development and evaluation of a serious game prototype for the vocabulary learning of children with ASD. The serious game design framework, especially for children with ASD, was used as a basis to support from the design to the development of the prototype. This framework includes components from the ASD perspective and components used in the existing serious game design frameworks for typical children perspective and the game design in general. To elicit requirements on the ASD components (autism behaviours, instruction method, strategies, and modalities) of the framework, a detailed survey study was conducted with the teachers working at the schools or centres for children with ASD. The results of this study contributed to the development of a prototype. The single-subject research design (SSRD) was used as a research design for the evaluation of prototype and analyse its impact on the improvement of autism behaviours targeted in the prototype over the period of time. The evaluation of prototype was carried out in terms of the number of correct responses given, number of attempts made to identify the correct answer and time taken to identify the correct option. The comparison of performance from the baseline to intervention and maintenance using serious game prototype show that learning of vocabulary items among children with ASD improved after using the prototype and they retained items at the end of weeks 1 and 2 following the withdrawal of intervention. The number of attempts made reduced from the baseline to intervention and then remained the same during maintenance. The time taken to identify the correct answer marginally increased from the baseline to the intervention but reduced during the maintenance in comparison to the baseline. © 2018, Dechema e.V. All rights reserved.

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Manap, A A; Dehkordi, S R; Rias, R M; Sardan, N A

Computer game approach focusing on social communication skills for children with Autism Spectrum Disorder: An initial study Conference

Atlantis Press, 2013, ISBN: 9789462520028, (cited By 0).

Abstract | Links | BibTeX | Tags: Autism Spectrum Disorders, Brain Development, Children with Autism, Complex Disorder, Computer Games, Computer Graphics, Computer Vision, Diseases, Education, Games, Semi Structured Interviews, Social Communications, Social Skills, Surveys, Teaching

Assaf, M; Hyatt, C J; Wong, C G; Johnson, M R; Schultz, R T; Hendler, T; Pearlson, G D

Mentalizing and motivation neural function during social interactions in autism spectrum disorders Journal Article

NeuroImage: Clinical, 3 , pp. 321-331, 2013, ISSN: 22131582, (cited By 28).

Abstract | Links | BibTeX | Tags: Adolescent, Adult, Article, Autism, Brain Function, Children, Computer, Controlled Study, Female, Functional Magnetic Resonance Imaging, Games, Groups by Age, Human, Major Clinical Study, Male, Mental Capacity, Middle Temporal Gyrus, Motivation, Motor Performance, Nerve Cell, Nerve Function, Nucleus Accumbens, Priority Journal, Punishment, Reward, School Child, Social Cognition, Social Environment, Social Interactions, Task Performance, Theory of Mind, Vision

@article{Assaf2013321,
title = {Mentalizing and motivation neural function during social interactions in autism spectrum disorders},
author = {M Assaf and C J Hyatt and C G Wong and M R Johnson and R T Schultz and T Hendler and G D Pearlson},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-84885394367&doi=10.1016%2fj.nicl.2013.09.005&partnerID=40&md5=b63630c997b658167792266e40e855b6},
doi = {10.1016/j.nicl.2013.09.005},
issn = {22131582},
year = {2013},
date = {2013-01-01},
journal = {NeuroImage: Clinical},
volume = {3},
pages = {321-331},
abstract = {Autism Spectrum Disorders (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. However, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e. motivation) and concurrently process information about their opponent's potential next actions (i.e. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, and 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster < 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, respectively, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols. © 2013 The Authors.},
note = {cited By 28},
keywords = {Adolescent, Adult, Article, Autism, Brain Function, Children, Computer, Controlled Study, Female, Functional Magnetic Resonance Imaging, Games, Groups by Age, Human, Major Clinical Study, Male, Mental Capacity, Middle Temporal Gyrus, Motivation, Motor Performance, Nerve Cell, Nerve Function, Nucleus Accumbens, Priority Journal, Punishment, Reward, School Child, Social Cognition, Social Environment, Social Interactions, Task Performance, Theory of Mind, Vision},
pubstate = {published},
tppubtype = {article}
}

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Autism Spectrum Disorders (ASDs) are characterized by core deficits in social functions. Two theories have been suggested to explain these deficits: mind-blindness theory posits impaired mentalizing processes (i.e. decreased ability for establishing a representation of others' state of mind), while social motivation theory proposes that diminished reward value for social information leads to reduced social attention, social interactions, and social learning. Mentalizing and motivation are integral to typical social interactions, and neuroimaging evidence points to independent brain networks that support these processes in healthy individuals. However, the simultaneous function of these networks has not been explored in individuals with ASDs. We used a social, interactive fMRI task, the Domino game, to explore mentalizing- and motivation-related brain activation during a well-defined interval where participants respond to rewards or punishments (i.e. motivation) and concurrently process information about their opponent's potential next actions (i.e. mentalizing). Thirteen individuals with high-functioning ASDs, ages 12-24, and 14 healthy controls played fMRI Domino games against a computer-opponent and separately, what they were led to believe was a human-opponent. Results showed that while individuals with ASDs understood the game rules and played similarly to controls, they showed diminished neural activity during the human-opponent runs only (i.e. in a social context) in bilateral middle temporal gyrus (MTG) during mentalizing and right Nucleus Accumbens (NAcc) during reward-related motivation (Pcluster < 0.05 FWE). Importantly, deficits were not observed in these areas when playing against a computer-opponent or in areas related to motor and visual processes. These results demonstrate that while MTG and NAcc, which are critical structures in the mentalizing and motivation networks, respectively, activate normally in a non-social context, they fail to respond in an otherwise identical social context in ASD compared to controls. We discuss implications to both the mind-blindness and social motivation theories of ASD and the importance of social context in research and treatment protocols. © 2013 The Authors.

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