Recent years have seen an emergence of social emotional computer games for individuals with Autism Spectrum Disorder (ASD). These games are heterogeneous in design with few underpinned by theoretically informed approaches to computer-based interventions. Guided by the serious game framework outlined by Whyte et al. (Journal of Autism and Developmental Disorders 45(12):1–12, 2014), this study aimed to identify the key motivating and learning features for serious games targeting emotion recognition skills from the perspectives of 11 youth with ASD and 11 experienced professionals. Results demonstrated that youth emphasised the motivating aspects of game design, while the professionals stressed embedding elements facilitating the generalisation of acquired skills. Both complementary and differing views provide suggestions for the application of serious game principles in a potential serious game.
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The researchers would like to extend our gratitude to youth on the autism spectrum and the professionals for the time and effort taken to participate in this focus group as well as Melissa Black, who assisted in data collection and Greg Lynn who provide assistance in data transcription.
This research is supported by the Cooperative Research Centre for Living with Autism (Autism CRC) [Project Number 3.032RS], established and supported under the Australian Government’s Cooperative Research Centres Program. JT is supported through an Australian Government Research Training Program Scholarship.
Conflict of interest
The authors declare that they have no conflict of interest. SB reports no direct conflict of interest related to this article. SB discloses that he has in the last 5 years acted as an author, consultant or lecturer for Shire, Medice, Roche, Eli Lilly, Prima Psychiatry, GLGroup, System Analytic, Kompetento, Expo Medica, and Prophase. He receives royalties for text books and diagnostic tools from Huber/Hogrefe, Kohlhammer and UTB.
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Tang, J.S.Y., Falkmer, M., Chen, N.T.M. et al. Designing a Serious Game for Youth with ASD: Perspectives from End-Users and Professionals. J Autism Dev Disord 49, 978–995 (2019). https://doi.org/10.1007/s10803-018-3801-9
- Autism spectrum disorder
- Educational game