Supporting Youth with Autism Learning Social Competence: A Comparison of Game- and Nongame-Based Activities in 3D Virtual World

Autor/inn/en	Wang, Xianhui; Xing, Wanli
Titel	Supporting Youth with Autism Learning Social Competence: A Comparison of Game- and Nongame-Based Activities in 3D Virtual World
Quelle	In: Journal of Educational Computing Research, 60 (2022) 1, S.74-103 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xing, Wanli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211022003
Schlagwörter	Autism; Pervasive Developmental Disorders; Interpersonal Competence; Social Development; Computer Simulation; Computer Games; Program Effectiveness; Cooperative Learning; Educational Games; Teaching Methods; Standards; Student Behavior; Verbal Communication; Interaction; Game Based Learning; Asperger Syndrome; Junior High School Students; Middle School Students; Early Adolescents + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Soziale Entwicklung; Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Kooperatives Lernen; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Standard; Student behaviour; Schülerverhalten; Interaktion; Asperger-Syndrom; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This study explored youth with Autism Spectrum Disorder (ASD) learning social competence in the context of innovative 3D virtual learning environment and the effects of gaming as a central element of the learning experience. The empirical study retrospectively compared the social interactions of 11 adolescents with ASD in game-and nongame-based 3D collaborative learning activities in the same social competence training curriculum. We employed a learning analytics approach - association rule mining to uncover the associative rules of verbal social interaction and nonverbal social interaction contributors from the large dataset of the coded social behaviors. By comparing the rules across the game and nongame activities, we found a significant difference in youth with ASD's social performance. The results of the group comparison study indicated that the co-occurrence of verbal and nonverbal behaviors is much stronger in the game-based learning activities. The game activities also yielded more diverse social interaction behavior patterns. On the other hand, in the nongame activities, students' social interaction behavior patterns are much more limited. Furthermore, the impact of game design principles on learning is then discussed in this paper. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01