Game-Driven Practices for Social Skills: Exploring Usability for Children with Autism Spectrum Disorder

Abstract

The neurodivergent population with Autism Spectrum Disorder (ASD) often lacks social competence. Numerous educational and clinical approaches have been utilized to teach social interactions to individuals with ASD. Game-driven interventions have shown promise in improving social interactions and communication abilities. This paper introduces "Emotion Adventure,"a game-driven digital therapeutics prototype designed to teach the concept of the Theory of Mind, a crucial skill for social cognition. The study assesses the prototype's usability and acceptability among children with ASD, focusing on game performance, satisfaction, difficulty, and interests. Performance data from the acceptance test were collected and analyzed. The findings indicate positive reception and user experience of the prototype, suggesting its potential to enhance social skills in children with ASD through video games. The study aims to identify potential biomarkers for treating and intervening with children with ASD based on the data analysis.