A Framework for Applying Game-Based Learning to Improve Social Skills of Elementary School Students with Asperger Syndrome

摘要

Students with Asperger Syndrome (AS) often have difficulty with social communication. With the benefits of Game-Based Learning (GBL), few researchers have started applying GBL to social skills training. However, there is a notable lack of current research on the impact of applying GBL to social skills teaching for children with AS. This study aims to propose a framework for exploring the effects of GBL intervention to improve four social skills in elementary students with AS. The expected participants will be three 4th-6th graders in Taiwan. A multiple baseline across behavior design will be used in this study. Four target behaviors of participants will be observed during the phases of baseline, intervention, and fading. The potential significance of this study is to outline the potentials of GBL intervention for students with AS.