Simulation games in the promotion of social skills among children with autism spectrum disorders

What is it about?

This chapter investigates the benefits and challenges in using game technology as an effective intervention in social skills development for children with autism spectrum disorders (ASD). Specifically, this chapter explores: the characteristics of simulation games that help make this technology particularly appealing in education, especially for children diagnosed with ASD; the pivotal storytelling components contributing to the successful development of such technology in the context of instructional settings; and the importance of immersion and motivation.

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Why is it important?

It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with ASD. Furthermore, there is research to suggest that certain game technologies, such as simulation games, can enhance learning and the retention of knowledge which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. Regrettably, very little empirical evidence exists which has specifically investigated the use of simulation games as interventions in the promotion of social skills development among children with ASD. Further study is needed to determine how best to use simulation games to help promote social skills development for these children.

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