TY - JOUR
T1 - Developing Computational Thinking Skills in Adolescents with Autism Spectrum Disorder Through Digital Game Programming
AU - Munoz, Roberto
AU - Villarroel, Rodolfo
AU - Barcelos, Thiago S.
AU - Riquelme, Fabián
AU - Quezada, Angeles
AU - Bustos-Valenzuela, Patricia
N1 - Funding Information:
This work was supported by CORFO 14ENI2-26905 ‘‘Nueva Ingeniería para el 2030’’–Pontificia Universidad Católica de Valparaíso, Chile.
Funding Information:
This work was supported by CORFO 14ENI2-26905 "Nueva Ingenier?a para el 2030" Pontificia Universidad Cat?lica de Valpara?so, Chile.
Publisher Copyright:
© 2018 IEEE.
PY - 2018
Y1 - 2018
N2 - In the last years, many didactic activities have been proposed to develop Computational Thinking (CT) skills in children and adolescents. Among these activities, the digital game programming stands out as a promising alternative considering that it is related to a familiar and motivating context for students. These initiatives are not specifically aimed at individuals with special needs such as the autism spectrum disorder (ASD). Children and adolescents with ASD usually have some limitations related to communication, cognitive flexibility, and interpersonal relationships. However, it seems natural that the skills potentially developed through game programming activities are especially beneficial for the public with ASD. In this paper, we describe the offering and evaluation of a Game Building Workshop adapted to adolescents with this condition. The guidelines used to define the workshop activities are described. An assessment based on the classroom observation and analysis of produced artifacts indicate that the participants acquired CT skills related to programming at a high level. In addition, the collaborative nature of the activities offered a stimulating and welcoming environment for individuals with ASD.
AB - In the last years, many didactic activities have been proposed to develop Computational Thinking (CT) skills in children and adolescents. Among these activities, the digital game programming stands out as a promising alternative considering that it is related to a familiar and motivating context for students. These initiatives are not specifically aimed at individuals with special needs such as the autism spectrum disorder (ASD). Children and adolescents with ASD usually have some limitations related to communication, cognitive flexibility, and interpersonal relationships. However, it seems natural that the skills potentially developed through game programming activities are especially beneficial for the public with ASD. In this paper, we describe the offering and evaluation of a Game Building Workshop adapted to adolescents with this condition. The guidelines used to define the workshop activities are described. An assessment based on the classroom observation and analysis of produced artifacts indicate that the participants acquired CT skills related to programming at a high level. In addition, the collaborative nature of the activities offered a stimulating and welcoming environment for individuals with ASD.
KW - Game design workshop
KW - autism spectrum disorder
KW - neurodiversity
UR - http://www.scopus.com/inward/record.url?scp=85055161154&partnerID=8YFLogxK
U2 - 10.1109/ACCESS.2018.2877417
DO - 10.1109/ACCESS.2018.2877417
M3 - Article
AN - SCOPUS:85055161154
VL - 6
SP - 63880
EP - 63889
JO - IEEE Access
JF - IEEE Access
SN - 2169-3536
M1 - 8502019
ER -