Whyte Elisabeth M, Smyth Joshua M, Scherf K Suzanne
Department of Psychology, Pennsylvania State University, 110 Moore Building, University Park, PA, 16802, USA.
Department of Biobehavioral Health, Pennsylvania State University, University Park, PA, USA.
J Autism Dev Disord. 2015 Dec;45(12):3820-31. doi: 10.1007/s10803-014-2333-1.
The design of "Serious games" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.
近年来，利用游戏元素（如故事情节、长期目标、奖励）来创造引人入胜的学习体验的“严肃游戏”设计有所增加。我们研究了严肃游戏设计的核心原则，并考察了这些原则目前在针对自闭症患者的计算机干预中的应用情况。接受这些基于计算机的干预的参与者，往往几乎没有证据表明他们有能力将这种学习推广到新颖的日常社交交流互动中。这种缺乏泛化学习的情况，可能部分是由于严肃游戏设计中已知能最大化学习效果的基本元素使用有限。我们建议，未来基于计算机的干预应考虑促进学习泛化的一整套严肃游戏设计原则。
