The use of videogames as digital leisure among people with autism spectrum disorder
Abstract Digital leisure and specifically videogames are increasingly entrenched in all segments of society. Making appropriate use of them implies a challenge for users, families, and professionals. In the present study, the use that people with Autism Spectrum Disorders make of this sort of entertainment is specifically approached, and a series of recommendations are presented that take the characteristics of this population into account. A questionnaire was prepared ad hoc for data-collection purposes and administered to 67 people with ASD of different ages. The results reflect that videogames are a very popular type of game among people with ASD, are perceived as highly attractive and motivating and can help to lower anxiety levels. Among the undesired aspects, the physical problems arising from the use of videogames may be highlighted, and the problems of addiction and isolation that their continual use can provoke. The widespread acceptance of this type of leisure among people with ASD calls for new studies of a qualitative nature for the analysis of the relevant variables.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
ACEDO, M. T., HERRERA, S. S. and TRAVER, M. T. B. (2016). Las TIC como herramienta de apoyo para personas con Tras-torno del Espectro Autista (TEA). Revista de Educación Inclusiva, 9(2), 102-136.
ANG, S. S., OROZCO, M., GIJBELS, D. and Van den BOSSCHE, P. (2018). Learning in the context of work in a digital age: the use of digital media in informal and formal learning contexts. In C. HARTEIS (Ed.), The impact of digitalization in the workplace. Professional and practice-based learning, vol. 21. Springer, Cham. https://doi.org/10.1007/978-3-319-63257-5_7
APA. AMERICAN PSYCHIATRIC ASSOCIATION. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Association.
ASOCIACIÓN ESPAÑOLA DE DISTRIBUIDORES Y EDITORES DE SOFTWARE DE ENTRETENIMIENTO (aDeSe). (2011). El videojugador español: perfil, hábitos e inquietudes de nuestros gamers. https://www.aevi.org.es/el-videojugador-espanol-perfil-habitos-e-inquietudes-de-nuestros-gamers/
BALDASSARRI, S., PASSERINO, L., RAMIS, S., RIQUELME, I. and PERALES, F. J. (2020). Toward emotional interactive videogames for children with autism spectrum disorder. Universal Access in the Information Society, June, 1-16. https://doi.org/10.1007/s10209-020-00725-8
BARTOLI, L., CORRADI, C., GARZOTTO, F. and VALORIANI, M. (2013). Exploring motion-based touchless games for autistic chil-dren’s learning. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 102-111). https://doi.org/10.1145/2485760.2485774
BLYTHE, A., CORBETT, B., BLAIN, S. and EDMISTON, E. (2018). The role of context in psychosocial stress among adolescents with autism spectrum disorder: piloting a semi-structured, videogame-based paradigm. Journal of Intellectual and Deve-lopmental Disability, 43(1) 120-128. http//dx.doi.org/10.1044/2017_AJSLP-17-0073
CANO, A. R, GARCÍA Á. J. and FERNÁNDEZ, B. (2015). Destacados en la literatura disponible en juegos serios para discapaci-dades intelectuales. In F. LI, R. KLAMMA, M. LAANPERE, J. ZHANG, B. MANJÓN and R. LAU (Eds.), Advances in web-based learning - ICWL 2015. ICWL 2015. Lecture Notes in Computer Science, vol. 9412. Springer, Cham. https://doi.org/10.1007/978-3-319-25515-6_9
CHAN, J., LAMBDIN, L., VAN LAARHOVEN, T. and JOHNSON, J. (2013). Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Education and Training in Autism and Developmental Disabili-ties, 48(3), 412-420.
CHUNG, P., VANDERBILT, D. and SOARES, N. (2015). Social behaviors and active videogame play in children with Autism Spec-trum Disorder. Games for Health Journal, 4(3), 225-234. https://doi.org/10.1089/g4h.2014.0125
CINTADO, J. L., BUENO, C. M., RODRÍGUEZ, M. B., BUENO, E. M., MARTÍNEZ, M. L. DE LA F., and MUÑOZ, L. G. (2016). Una “inclusi-va” mirada de la tecnología en nuestro colegio. Trabajando con una mirada especial: TEA y TIC en nuestro colegio. Pa-dres y maestros. Publicación de la Facultad de Ciencias Humanas y Sociales, 365, 41-48. https://doi.org/10.14422/pym.i365.y2016.006
COHEN, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic.
CONNOLLY, T. M., BOYLE, E. A., MACARTHUR, E., HAINEY, T. and BOYLE, J. M. (2012). A systematic literature review of empiri-cal evidence on computer games and serious games. Computers and Education, 59(2), 661-686.
CUESTA, J. L. and ABELLA, V. (2012). Tecnologías de la información y la comunicación: aplicaciones en el ámbito de los Trastornos del Espectro del Autismo. Siglo Cero, 43(2), 6-25.
CUESTA, J. L., DE LA FUENTE, R., VIDRIALES, R., FERNÁNDEZ, C., PLAZA, M. and GONZÁLEZ, J. (2017). Bienestar físico, dimensión clave de la calidad de vida en las personas con autismo. International Journal of Developmental and Educational Psychology, 1(3), 33-44. https://doi.org/10.17060/ijodaep.2017.n1.v4.1025
DELAVARIAN, M., BOKHARAEIAN, B., TOWHIDKHAH, F. and GHARIBZADEH, S. (2015). Computer-based working memory training in children with mild intellectual disability. Early Child Development and Care, 185(1), 66-74.
DÍAZ, R. and ALADRO, M. (2016). Relación entre uso de las nuevas tecnologías y sobrepeso infantil, como problema de salud pública. RqR Enfermería Comunitaria (Revista de SEAPA), 4(1), 46-51.
DURKIN, K. (2010). Videogames and young people with developmental disorders. Review of General Psychology, 14(2), 122-140. https://doi.org/10.1037/a0019438
EDWARD, U. (2016). Digital leisure, the internet and popular culture: communities and identities in a digital age, by Karl Spracklen. Leisure/Loisir, 40(2), 245-246. https://doi.org/10.1080/14927713.2016.1220747
ENGELHARDT, C. R., MAZUREK, M. O. and SOHL, K. (2013). Media use and sleep among boys with autism spectrum disorder, ADHD, or typical development. Pediatrics, 132(6), 1081-1089. https://doi.org/10.1542/peds.2013-2066
ESPINO, M. G. (2010). El blog como herramienta de expresión para un alumno con trastorno del espectro autista. Campo Abierto. Revista de Educación, 29(1), 147-163.
EVANS, J. P. (2014). Physical activity level comparisons of individuals with autism spectrum disorder while playing active video games (Doctoral dissertation). Institutional repository University of Wisconsin. http://digital.library.wisc.edu/1793/70139
FINKE, E., HICKERSON, B. and KREMKOW, J. (2018). “To be quite honest, if it wasn’t for videogames i wouldn’t have a social life at all”: motivations of young adults with Autism Spectrum Disorder for playing videogames as leisure. American Journal of Speech-Language Pathology, 27(2), 672-689. https://doi.org/10.1044/2017_AJSLP-17-0073
FLETCHER-WATSON, S. (2015). Evidence-based technology design and commercialisation: recommendations derived from research in education and autism. TechTrends, 59(1), 84-88. https://doi.org/10.1007/s11528-014-0825-7
FRITH, U. (1989). Autism: explaining the enigma. Wiley Online LIBRARY.
GOLDEN, D. (2015). The short-term effect of Xbox Kinect active videogame on physical activity levels and executive function in children with and without autism spectrum disorder (Doctoral dissertation). Institutional repository Univer-sity of Delaware. http://udspace.udel.edu/handle/19716/17569
GOLDEN, D. and GETCHELL, N. (2017). Physical activity levels in children with and without Autism Spectrum Disorder when playing active and Sedentary Xbox Kinect Videogames. Games for Health Journal, 6(2), 97-103. https://doi.org/10.1089/g4h.2016.00833
GROSSARD, C., GRYNSPAN, O., SERRET, S., JOUEN, A. L., BAILLY, K. and COHEN, D. (2017). Serious games to teach social inter-actions and emotions to individuals with Autism Spectrum Disorders (ASD). Computers and Education, 113, 195-211.
GRZADZINSKI, R., HUERTA, M. and LORD, C. (2013). DSM-5 and autism spectrum disorders (ASDs): an opportunity for identi-fying ASD subtypes. Molecular Autism, 4(1), 12. https://doi.org/10.1186/2040-2392-4-12
HAPPÉ, F. (2011). Criteria, categories, and continua: autism and related disorders in DSM-5. Journal of the American Aca-demy of Child and Adolescent Psychiatry, 50(6), 540-542. https://doi.org/10.1016/j.jaac.2011.03.015
HARN, Y. (2018). Putting a face to the game: the intellectual property implications of using celebrity likenesses in video-games. Journal of Intellectual Property Law and Practice, 13(2), 143-153. https://doi.org/10.1093/jiplp/jpx193
JIMÉNEZ, J. R., (2011). Perspectivas en educación mediada por TIC para el contexto autista. Revista de Educación Inclusi-va, 4(2), 113-122.
KIENTZ, J., GOODWIN, M., HAYES, G. and ABOWD, G. (2013). Interactive technologies for autism. Synthesis Lectures on As-sistive, Rehabilitative, and Health-Preserving Technologies, 2(2), 1-177. https://doi.org/10.2200/S00533ED1V01Y201309ARH004
LOZANO, J., BALLESTA, F. J. and ALCARAZ, S. (2011). Software for teaching emotions to students with Autism Spectrum Disorder. Comunicar, 18(36), 139-148. https://doi.org/10.3916/C36-2011-03-05
MALINVERNI, L., MORA-GUIARD, J., PADILLO, V., VALERO, L., HERVÁS, A. and PARES, N. (2017). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers in Human Behavior, 71, 535-549. https://doi.org/10.1016/j.chb.2016.01.018
MARTÍNEZ, M. A. and CUESTA, J. L. (2012). Todo sobre el autismo: los Trastornos del Espectro del Autismo (Tea). Guía completa basada en la ciencia y en la experiencia. Altaria.
MARTÍNEZ, J. L., PAGÁN, F. J., GARCÍA, S. A. and MÁIQUEZ, M. C. (2016). Las tecnologías de la información y comunicación (TIC) en el proceso de enseñanza y aprendizaje del alumnado con trastorno del espectro autista (TEA). Revista Fuen-tes, 0(14), 193-208.
MAZUREK, M. O. and ENGELHARDT, C. R. (2013). Video game use and problem behaviors in boys with autism spectrum di-sorders. Research in Autism Spectrum Disorders, 7(2), 316-324. https://doi.org/10.1016/j.rasd.2012.09.008
MAZUREK, M. O., ENGELHARDT, C. R. and CLARK, K. E. (2015). Video games from the perspective of adults with autism spectrum disorder. Computers in Human Behavior, 51, 122-130. https://doi.org/10.1016/j.chb.2015.04.062
MAZUREK, M. O. and WENSTRUP, C. (2013). Television, video game and social media use among children with ASD and typi-cally developing siblings. Journal of Autism and Developmental Disorders, 43(6), 1258-1271. https://doi.org/10.1007/s10803-012-1659-9
MONTERO, M. G. (2012) Uso de dispositivos táctiles en Educación Especial. In C. ALONSO, C. and D. GALLEGO. CD de actas del XVII Congreso Internacional de Tecnologías Emergentes de la UNED. Electronic Version. Anaya.
NIETO, C., MURILLO, E., BELINCHÓN, M., GIMÉNEZ, A., SALDANA, D., MARTÍNEZ, M. A. and FRONTERA, M. (2015). Supporting people with autism spectrum disorders in leisure time: impact of a University Volunteer Program and related factors. Journal of Psychology, 31(1), 145-154. https://doi.org/10.6018/analesps
NOOR, H. A. M., SHAHBODIN, F. and PEE, N. C. (2012). Serious game for autism children: review of literature. World Acade-my of Science, Engineering and Technology. International Journal of Social, Behavioral, Educational, Economic, Busi-ness and Industrial Engineering, 6(4), 554-559.
OROZCO, G. H., TEJEDOR, F. J. and CALVO, M. I. (2017). Meta-analysis in the efect of educative software on students with special educational needs. Journal of Educational Research, 35(1), 35-52. https://doi.org/10.6018/rie.35.1.240351
ÖZEN, A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with Autism. Spectrum Disorders. Educational Sciences: Theory and Practice, 15(5), 1287-1303. https://doi.org/10.12738/estp.2015.5.2830
ÖZGE, A. (2017). Determining studies conducted upon individuals with Autism Spectrum Disorder using high-tech devices. Educational Sciences: Theory and Practice, 17(1), 27-45. https://doi.org/10.12738/estp.2017.1.0236
SHIC, F. and GOODWIN, M. (2015). Introduction to technologies in the daily lives of individuals with Autism. Journal of Autism and Developmental Disorders, 45(12), 3773-3776. https://doi.org/10.1007/s10803-015-2640-1
SPRACKLEN, K. (2015). Digital leisure, the internet and popular culture: Communities and identities in a digital age. Palgrave Macmillan. https://doi.org/10.1057/9781137405876
STONE, B., MILLS, K. and SAGGERS, B. (2018). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. Journal of Applied Science and Computations, 5(12), 2407-2410. https://doi.org/10.1080/13603116.2018.1426051
TORRENTE, F. J. (2015). Mejorando la accesibilidad de los serious games mediante herramientas de autoría (Doctoral dis-sertation). Institutional repository University Complutense of Madrid. https://eprints.ucm.es/28205/
TRAVERS, B., MASON, A., LEIGH, M., ELLERSON, A. DEANLL, D., ENGEL, C., GÓMEZ, A., DADALKO, O. and MCLAUGHLIN, K. (2018). Biofeedback-based, videogame balance training in Autism. Journal of Autism and Developmental Disorders, 48(1), 163-175. https://doi.org/10.1007/s10803-017-3310-2
TSIKINAS, S., and XINOGALOS, S. (2019). Studying the effects of computer serious games on people with intellectual disabi-lities or autism spectrum disorder: a systematic literature review. Journal of Computer Assisted Learning, 35, 61-73. https://doi.org/10.1111/jcal.12311
VALENCIA-PERIS, A. (2013) Actividad física y uso sedentario de medios tecnológicos de pantalla en adolescentes (Docto-ral dissertation). Institutional repository University of Valencia. http://hdl.handle.net/10550/28151
VILLANI, D., CARISSOLI, C., TRIBERTI, S., MARCHETTI, A., GILLI, G. and RIVA, G. (2018). Videogames for emotion regulation: a systematic review. Games for Health Journal, 7(2), 85-99. https://doi.org/10.1089/g4h.2017.0108
YAGHOUBI, H., KARIMLO, M. and HAJDIVANBACHARI, S. (2019). Video games on the behavior of children with Autism Spectrum Disorder. Eastern Journal of Disability Studies, 9, 64.
ANG, S. S., OROZCO, M., GIJBELS, D. and Van den BOSSCHE, P. (2018). Learning in the context of work in a digital age: the use of digital media in informal and formal learning contexts. In C. HARTEIS (Ed.), The impact of digitalization in the workplace. Professional and practice-based learning, vol. 21. Springer, Cham. https://doi.org/10.1007/978-3-319-63257-5_7
APA. AMERICAN PSYCHIATRIC ASSOCIATION. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5®). American Psychiatric Association.
ASOCIACIÓN ESPAÑOLA DE DISTRIBUIDORES Y EDITORES DE SOFTWARE DE ENTRETENIMIENTO (aDeSe). (2011). El videojugador español: perfil, hábitos e inquietudes de nuestros gamers. https://www.aevi.org.es/el-videojugador-espanol-perfil-habitos-e-inquietudes-de-nuestros-gamers/
BALDASSARRI, S., PASSERINO, L., RAMIS, S., RIQUELME, I. and PERALES, F. J. (2020). Toward emotional interactive videogames for children with autism spectrum disorder. Universal Access in the Information Society, June, 1-16. https://doi.org/10.1007/s10209-020-00725-8
BARTOLI, L., CORRADI, C., GARZOTTO, F. and VALORIANI, M. (2013). Exploring motion-based touchless games for autistic chil-dren’s learning. In Proceedings of the 12th International Conference on Interaction Design and Children (pp. 102-111). https://doi.org/10.1145/2485760.2485774
BLYTHE, A., CORBETT, B., BLAIN, S. and EDMISTON, E. (2018). The role of context in psychosocial stress among adolescents with autism spectrum disorder: piloting a semi-structured, videogame-based paradigm. Journal of Intellectual and Deve-lopmental Disability, 43(1) 120-128. http//dx.doi.org/10.1044/2017_AJSLP-17-0073
CANO, A. R, GARCÍA Á. J. and FERNÁNDEZ, B. (2015). Destacados en la literatura disponible en juegos serios para discapaci-dades intelectuales. In F. LI, R. KLAMMA, M. LAANPERE, J. ZHANG, B. MANJÓN and R. LAU (Eds.), Advances in web-based learning - ICWL 2015. ICWL 2015. Lecture Notes in Computer Science, vol. 9412. Springer, Cham. https://doi.org/10.1007/978-3-319-25515-6_9
CHAN, J., LAMBDIN, L., VAN LAARHOVEN, T. and JOHNSON, J. (2013). Teaching leisure skills to an adult with developmental disabilities using a video prompting intervention package. Education and Training in Autism and Developmental Disabili-ties, 48(3), 412-420.
CHUNG, P., VANDERBILT, D. and SOARES, N. (2015). Social behaviors and active videogame play in children with Autism Spec-trum Disorder. Games for Health Journal, 4(3), 225-234. https://doi.org/10.1089/g4h.2014.0125
CINTADO, J. L., BUENO, C. M., RODRÍGUEZ, M. B., BUENO, E. M., MARTÍNEZ, M. L. DE LA F., and MUÑOZ, L. G. (2016). Una “inclusi-va” mirada de la tecnología en nuestro colegio. Trabajando con una mirada especial: TEA y TIC en nuestro colegio. Pa-dres y maestros. Publicación de la Facultad de Ciencias Humanas y Sociales, 365, 41-48. https://doi.org/10.14422/pym.i365.y2016.006
COHEN, J. (1988). Statistical power analysis for the behavioral sciences. Routledge Academic.
CONNOLLY, T. M., BOYLE, E. A., MACARTHUR, E., HAINEY, T. and BOYLE, J. M. (2012). A systematic literature review of empiri-cal evidence on computer games and serious games. Computers and Education, 59(2), 661-686.
CUESTA, J. L. and ABELLA, V. (2012). Tecnologías de la información y la comunicación: aplicaciones en el ámbito de los Trastornos del Espectro del Autismo. Siglo Cero, 43(2), 6-25.
CUESTA, J. L., DE LA FUENTE, R., VIDRIALES, R., FERNÁNDEZ, C., PLAZA, M. and GONZÁLEZ, J. (2017). Bienestar físico, dimensión clave de la calidad de vida en las personas con autismo. International Journal of Developmental and Educational Psychology, 1(3), 33-44. https://doi.org/10.17060/ijodaep.2017.n1.v4.1025
DELAVARIAN, M., BOKHARAEIAN, B., TOWHIDKHAH, F. and GHARIBZADEH, S. (2015). Computer-based working memory training in children with mild intellectual disability. Early Child Development and Care, 185(1), 66-74.
DÍAZ, R. and ALADRO, M. (2016). Relación entre uso de las nuevas tecnologías y sobrepeso infantil, como problema de salud pública. RqR Enfermería Comunitaria (Revista de SEAPA), 4(1), 46-51.
DURKIN, K. (2010). Videogames and young people with developmental disorders. Review of General Psychology, 14(2), 122-140. https://doi.org/10.1037/a0019438
EDWARD, U. (2016). Digital leisure, the internet and popular culture: communities and identities in a digital age, by Karl Spracklen. Leisure/Loisir, 40(2), 245-246. https://doi.org/10.1080/14927713.2016.1220747
ENGELHARDT, C. R., MAZUREK, M. O. and SOHL, K. (2013). Media use and sleep among boys with autism spectrum disorder, ADHD, or typical development. Pediatrics, 132(6), 1081-1089. https://doi.org/10.1542/peds.2013-2066
ESPINO, M. G. (2010). El blog como herramienta de expresión para un alumno con trastorno del espectro autista. Campo Abierto. Revista de Educación, 29(1), 147-163.
EVANS, J. P. (2014). Physical activity level comparisons of individuals with autism spectrum disorder while playing active video games (Doctoral dissertation). Institutional repository University of Wisconsin. http://digital.library.wisc.edu/1793/70139
FINKE, E., HICKERSON, B. and KREMKOW, J. (2018). “To be quite honest, if it wasn’t for videogames i wouldn’t have a social life at all”: motivations of young adults with Autism Spectrum Disorder for playing videogames as leisure. American Journal of Speech-Language Pathology, 27(2), 672-689. https://doi.org/10.1044/2017_AJSLP-17-0073
FLETCHER-WATSON, S. (2015). Evidence-based technology design and commercialisation: recommendations derived from research in education and autism. TechTrends, 59(1), 84-88. https://doi.org/10.1007/s11528-014-0825-7
FRITH, U. (1989). Autism: explaining the enigma. Wiley Online LIBRARY.
GOLDEN, D. (2015). The short-term effect of Xbox Kinect active videogame on physical activity levels and executive function in children with and without autism spectrum disorder (Doctoral dissertation). Institutional repository Univer-sity of Delaware. http://udspace.udel.edu/handle/19716/17569
GOLDEN, D. and GETCHELL, N. (2017). Physical activity levels in children with and without Autism Spectrum Disorder when playing active and Sedentary Xbox Kinect Videogames. Games for Health Journal, 6(2), 97-103. https://doi.org/10.1089/g4h.2016.00833
GROSSARD, C., GRYNSPAN, O., SERRET, S., JOUEN, A. L., BAILLY, K. and COHEN, D. (2017). Serious games to teach social inter-actions and emotions to individuals with Autism Spectrum Disorders (ASD). Computers and Education, 113, 195-211.
GRZADZINSKI, R., HUERTA, M. and LORD, C. (2013). DSM-5 and autism spectrum disorders (ASDs): an opportunity for identi-fying ASD subtypes. Molecular Autism, 4(1), 12. https://doi.org/10.1186/2040-2392-4-12
HAPPÉ, F. (2011). Criteria, categories, and continua: autism and related disorders in DSM-5. Journal of the American Aca-demy of Child and Adolescent Psychiatry, 50(6), 540-542. https://doi.org/10.1016/j.jaac.2011.03.015
HARN, Y. (2018). Putting a face to the game: the intellectual property implications of using celebrity likenesses in video-games. Journal of Intellectual Property Law and Practice, 13(2), 143-153. https://doi.org/10.1093/jiplp/jpx193
JIMÉNEZ, J. R., (2011). Perspectivas en educación mediada por TIC para el contexto autista. Revista de Educación Inclusi-va, 4(2), 113-122.
KIENTZ, J., GOODWIN, M., HAYES, G. and ABOWD, G. (2013). Interactive technologies for autism. Synthesis Lectures on As-sistive, Rehabilitative, and Health-Preserving Technologies, 2(2), 1-177. https://doi.org/10.2200/S00533ED1V01Y201309ARH004
LOZANO, J., BALLESTA, F. J. and ALCARAZ, S. (2011). Software for teaching emotions to students with Autism Spectrum Disorder. Comunicar, 18(36), 139-148. https://doi.org/10.3916/C36-2011-03-05
MALINVERNI, L., MORA-GUIARD, J., PADILLO, V., VALERO, L., HERVÁS, A. and PARES, N. (2017). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers in Human Behavior, 71, 535-549. https://doi.org/10.1016/j.chb.2016.01.018
MARTÍNEZ, M. A. and CUESTA, J. L. (2012). Todo sobre el autismo: los Trastornos del Espectro del Autismo (Tea). Guía completa basada en la ciencia y en la experiencia. Altaria.
MARTÍNEZ, J. L., PAGÁN, F. J., GARCÍA, S. A. and MÁIQUEZ, M. C. (2016). Las tecnologías de la información y comunicación (TIC) en el proceso de enseñanza y aprendizaje del alumnado con trastorno del espectro autista (TEA). Revista Fuen-tes, 0(14), 193-208.
MAZUREK, M. O. and ENGELHARDT, C. R. (2013). Video game use and problem behaviors in boys with autism spectrum di-sorders. Research in Autism Spectrum Disorders, 7(2), 316-324. https://doi.org/10.1016/j.rasd.2012.09.008
MAZUREK, M. O., ENGELHARDT, C. R. and CLARK, K. E. (2015). Video games from the perspective of adults with autism spectrum disorder. Computers in Human Behavior, 51, 122-130. https://doi.org/10.1016/j.chb.2015.04.062
MAZUREK, M. O. and WENSTRUP, C. (2013). Television, video game and social media use among children with ASD and typi-cally developing siblings. Journal of Autism and Developmental Disorders, 43(6), 1258-1271. https://doi.org/10.1007/s10803-012-1659-9
MONTERO, M. G. (2012) Uso de dispositivos táctiles en Educación Especial. In C. ALONSO, C. and D. GALLEGO. CD de actas del XVII Congreso Internacional de Tecnologías Emergentes de la UNED. Electronic Version. Anaya.
NIETO, C., MURILLO, E., BELINCHÓN, M., GIMÉNEZ, A., SALDANA, D., MARTÍNEZ, M. A. and FRONTERA, M. (2015). Supporting people with autism spectrum disorders in leisure time: impact of a University Volunteer Program and related factors. Journal of Psychology, 31(1), 145-154. https://doi.org/10.6018/analesps
NOOR, H. A. M., SHAHBODIN, F. and PEE, N. C. (2012). Serious game for autism children: review of literature. World Acade-my of Science, Engineering and Technology. International Journal of Social, Behavioral, Educational, Economic, Busi-ness and Industrial Engineering, 6(4), 554-559.
OROZCO, G. H., TEJEDOR, F. J. and CALVO, M. I. (2017). Meta-analysis in the efect of educative software on students with special educational needs. Journal of Educational Research, 35(1), 35-52. https://doi.org/10.6018/rie.35.1.240351
ÖZEN, A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with Autism. Spectrum Disorders. Educational Sciences: Theory and Practice, 15(5), 1287-1303. https://doi.org/10.12738/estp.2015.5.2830
ÖZGE, A. (2017). Determining studies conducted upon individuals with Autism Spectrum Disorder using high-tech devices. Educational Sciences: Theory and Practice, 17(1), 27-45. https://doi.org/10.12738/estp.2017.1.0236
SHIC, F. and GOODWIN, M. (2015). Introduction to technologies in the daily lives of individuals with Autism. Journal of Autism and Developmental Disorders, 45(12), 3773-3776. https://doi.org/10.1007/s10803-015-2640-1
SPRACKLEN, K. (2015). Digital leisure, the internet and popular culture: Communities and identities in a digital age. Palgrave Macmillan. https://doi.org/10.1057/9781137405876
STONE, B., MILLS, K. and SAGGERS, B. (2018). Online multiplayer games for the social interactions of children with autism spectrum disorder: a resource for inclusive education. Journal of Applied Science and Computations, 5(12), 2407-2410. https://doi.org/10.1080/13603116.2018.1426051
TORRENTE, F. J. (2015). Mejorando la accesibilidad de los serious games mediante herramientas de autoría (Doctoral dis-sertation). Institutional repository University Complutense of Madrid. https://eprints.ucm.es/28205/
TRAVERS, B., MASON, A., LEIGH, M., ELLERSON, A. DEANLL, D., ENGEL, C., GÓMEZ, A., DADALKO, O. and MCLAUGHLIN, K. (2018). Biofeedback-based, videogame balance training in Autism. Journal of Autism and Developmental Disorders, 48(1), 163-175. https://doi.org/10.1007/s10803-017-3310-2
TSIKINAS, S., and XINOGALOS, S. (2019). Studying the effects of computer serious games on people with intellectual disabi-lities or autism spectrum disorder: a systematic literature review. Journal of Computer Assisted Learning, 35, 61-73. https://doi.org/10.1111/jcal.12311
VALENCIA-PERIS, A. (2013) Actividad física y uso sedentario de medios tecnológicos de pantalla en adolescentes (Docto-ral dissertation). Institutional repository University of Valencia. http://hdl.handle.net/10550/28151
VILLANI, D., CARISSOLI, C., TRIBERTI, S., MARCHETTI, A., GILLI, G. and RIVA, G. (2018). Videogames for emotion regulation: a systematic review. Games for Health Journal, 7(2), 85-99. https://doi.org/10.1089/g4h.2017.0108
YAGHOUBI, H., KARIMLO, M. and HAJDIVANBACHARI, S. (2019). Video games on the behavior of children with Autism Spectrum Disorder. Eastern Journal of Disability Studies, 9, 64.
Cuesta Gómez, J. L., Sánchez Fuentes, S. ., Santos Vázquez, S., Sancho Requena, P., & Orozco Gómez, M. L. (2021). The use of videogames as digital leisure among people with autism spectrum disorder. Siglo Cero, 52(3), 101–117. https://doi.org/10.14201/scero2021523101117
Most read articles by the same author(s)
- Claudia Grau Rubio, María Fernández Hawrylak, José Luis Cuesta Gómez, The Fragile X Syndrome: Behavioral Phenotype and Learning Disabilities , Siglo Cero: Vol. 46 No. 4 (2015)
- Eva Domingo Benito, José Luis Cuesta Gómez, Sergio Sánchez Fuentes, How to face the duel in people with disabilities. An approach to the problem , Siglo Cero: Vol. 49 No. 4 (2018)
Downloads
Download data is not yet available.
+
−