Abstract
This chapter discusses game-assisted learning for children with autism spectrum disorder (ASD). A serious game is designed for intervention in children with ASD and other special needs for supermarket route-planning based on mobile devices. It was created with the aim of training executive functioning skills whilst monitoring progress through the data recorded and collected. The methodology is described to highlight the architecture of the game and content design of the ten levels in addition to three parent components.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cai, Y., Chia, K. H., Thalmann, D., Kee, N., Zheng, J., & Thalmann, N. (2013). Design and development of a virtual dolphinarium for children with autism. IEEE Transactions on Neural System and Rehabilitation Engineering, 21(2), 208–217.
Cai, Y., Chiew, R., Nay, Z., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments. https://doi.org/10.1080/10494820.2017.1282877.
Campigotto, R., McEwen, R., & Epp, C. D. (2012). Especially social: Exploring the use of an iOS application in special needs class-rooms. Computers and Education, 60, 74–86.
Cumming, T. M., & Strnadova, I. (2012). The iPad as a pedagogical tool in special education: Promises and possibilities. Special Education Perspectives, 21, 34–46.
Goldsmith, T. R., & LeBlanc, L. A. (2004). Use of technology in interventions for children with autism. Journal of Early Intensive Behavioural Intervention, 1(2), 166–178.
Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2013). Innovative technology-based interventions for autism spectrum disorders: A meta-analysis. Autism. https://doi.org/10.1177/1362361313476767.
Hill, E. L. (2004). Executive dysfunction in autism. TRENDS in Cognitive Sciences, 8, 1.
Lu, A., Chan, S., Cai, Y., Huang, L., Nay, Z., & Goei, S. L. (2017). Learning through VR gaming with virtual pink dolphins for children with ASD. Interactive Learning Environments. https://doi.org/10.1080/10494820.2017.1399149.
Ploog, B. O., Scharf, A., Nelson, D. & Brooks, P. J. (2012). Use of Computer-Assisted Technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Springer Science+Business Media, LLC.
Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study. SAGE Publications and the National Autistic Society, 6, 71–91.
Acknowledgements
This project is supported by Rehabilitation Research Grant under the grant number RRG1/16002. The authors would like to thank all the people help in this project in one way or another. The chapter is dedicated to the memory of Mr. Husaini Md Rahim who passed away earlier this year.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Mohd Taib, S.F.B., Zhang, Y., Cai, Y., Goh, T.J. (2019). Supermarket Route-Planning Game: A Serious Game for the Rehabilitation of Planning Executive Function of Children with ASD. In: Cai, Y., van Joolingen, W., Walker, Z. (eds) VR, Simulations and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-13-2844-2_10
Download citation
DOI: https://doi.org/10.1007/978-981-13-2844-2_10
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-2843-5
Online ISBN: 978-981-13-2844-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)