This study examined whether serious games could promote blended learning for people with intellectual disabilities and autism. The researchers reviewed existing serious games, finding they primarily targeted conceptual skills for intellectual disabilities and social skills for autism. They also surveyed educators who felt serious games could effectively teach various skills if implemented alongside traditional methods, personalized to each learner, and with daily progress evaluations. The study concluded serious games have potential to enhance blended learning when designed specifically for individuals' needs.

1. Using Serious Games for Promoting Blended
Learning for People with Intellectual Disabilities
and Autism: Literature vs Reality
S T A V R O S T S I K I N A S , s . t s i k i n a s @ u o m . e d u . g r
S T E L I O S X I N O G A L O S , s t e l i o s @ u o m . e d u . g r
M A Y A S A T R A T Z E M I , m a y a @ u o m . e d u . g r
L E F K O T H E A K A R T A S I D O U , l e f k a @ u o m . e d u . g r
U N I V E R S I T Y O F M A C E D O N I A
T H E S S A L O N I K I , G R E E C E
Study Goal:
Identify if Blended Learning can be promoted
through Serious Games in the learning process of
people with Intellectual Disabilities and Autism

2. What is Intellectual Disability
What is Autism Spectrum Disorder
Intellectual Disabilities (ID) (AAIDD, 2013):
◦ Developmental Disorder that affects:
◦ Adaptive Behavior
◦ Conceptual abilities and/or skills
◦ Social abilities and/or skills
◦ Practical abilities and/or skills
◦ Intellectual Functioning
◦ General Mental Abilities
◦ Defined through IQ Test
Autism Spectrum Disorder (ASD) (Lord et al, 2000):
◦ Neurodevelopmental Disorder with Limitations in:
◦ Social abilities and/or skills
◦ Communicational abilities and/or skills
◦ Emotional abilities and/or skills
• American Association of Intellectual Disabilities and Developmental Disabilities (AAIDD). (2013) “Definition of Intellectual Disability”. Online Available at:
http://aaidd.org/intellectual-disability/definition#.Vv4m3fmLTUI.
• Lord, C., Cook, E. H., Leventhal, B. L. & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 28(2), 355-363.
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3. Blended Learning and Serious Games
Serious Games (SG)
◦ Learning & Entertainment
◦ New Intervention Method
◦ Adds motivation and engagement
◦ Skill-targeted Games
Blended Learning (BL) through Serious
Games
• In-person-Online learning
• Control over time, path, place or pace
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4. Research Goals
Main Goal
◦ Examine if Serious Games could be utilized as means of promoting BL opportunities for people with ID
and ASD.
Objectives
◦ Objective 1: Study existing SG for people with ID and ASD
◦ Enhance Previous Work (Tsikinas, Xinogalos, & Satratzemi, 2016)
◦ Objective 2: Study perceptions of Special Education Professionals and Teachers
◦ Questionnaire
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• Tsikinas, S., Xinogalos, S., & Satratzemi, M. (2016). Review on Serious Games for People with Intellectual Disabilities and Autism. In European Conference on Games Based
Learning (pp. 696-703). Academic Conferences International Limited.

5. Literature Review
Existing Serious Games for people with ID and ASD
Factors
◦ Target Group
◦ Category of Skills
◦ AAIDD
◦ Type/Platform
◦ Teaching Approach (Specified for people with ID and ASD)
◦ Evaluation Results
◦ Usability
◦ Effectiveness
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6. Literature Review Results
• Intellectual Disabilities
• Conceptual or Cognitive Skills
• Desktop-based
• Positively evaluated
• Role-playing and Conversation
• Autism Spectrum Disorder
• Social Skills (Social Interaction, Emotion & Facial
Recognition, Collaboration)
• Desktop-based
• Positively evaluated
• Neutral or Negative evaluation observed
• Conversation, Role-playing and Narration
• Teaching approach mostly not presented
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7. Questionnaire
93 Special Education Professionals(9) and Teachers(84)
◦ Special Primary & Secondary High School
◦ Special Education and Training Workshops
◦ Special Education Institutions
◦ 9.8 years of Experience (avg.)
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8. Questionnaire Results 1/2
Technology-related
◦ Usage of Technology
◦ PCs the main tool in the learning process
◦ Use of Educational Software and Serious Games
◦ Educational Software over SGs
◦ Encouraging SGs result
◦ Role of Technology ID vs ASD
◦ Similar role
◦ Both familiar
◦ ASD more
◦ Technology is important in education process
◦ BL could be successfully used
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9. Questionnaire Results 2/2
Effectiveness of SGs
◦ AAIDD Skills
◦ SGs could be effectively used in all skills (ID & ASD)
◦ Age group (16-24)
◦ Work-related (<35)
◦ Teaching Approach
◦ Role playing (ID & ASD)
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10. Literature vs Reality
PC overpowers
◦ Use of mobile devices increases
Most Effective Skills
◦ ID
◦ Conceptual Skills
◦ Social Skills
◦ ASD
◦ Questionnaire
◦ Conceptual Skills
◦ Existing SGs
◦ Social Skills
Definition of ASD
Teachers and
Professionals rely on
existing learning methods
Teaching Methods
◦ ID
◦ Role-Playing
◦ ASD
◦ Questionnaire
◦ Role-Playing
◦ Existing SGs
◦ Conversation
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11. Summary
SGs could be effectively used to enhance existing learning methods
Implementation of personalized model
Daily evaluation of progress
Game-performance tracking tool
◦ Existing SGs
BL could be promoted through SGs for people with ID and ASD
Stavros Tsikinas
s.tsikinas@uom.edu.gr
Department of Applied Informatics
University of Macedonia, Greece
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