Designing affective video games to support

the social-emotional development of

teenagers with autism spectrum disorders

Mitu KHANDAKER
1

University of Portsmouth
Abstract. Autism spectrum disorders (ASD) are a group of developmental
neuropsychiatric disorders, comprised of three diagnostic entities autistic
disorder (AD), Aspergers disorder (AS), and Pervasive Developmental Disorder
Not Otherwise Specified (including atypical autism) (PDD-NOS). A number of
intervention techniques are currently used to reduce some of the associated
challenges, with techniques ranging from behavioural therapy to dietary
interventions and traditional counselling. This positional paper proposes the use of
video games which leverage affective computing technologies as intervention in
autism spectrum disorders in the context of the use of traditional play therapy with
adolescents, who may feel uncomfortable engaging in traditional play with toys
they may be too old for. It aims to explore the potential for greater social physics
made possible by affective computing technologies. This involves computationally
recognising emotions in a user, often through the use of multimodal affective
sensors, including facial expressions, postural shifts, and physiological signals
such as heart rate, skin conductivity, and EEG signals. However, it is suggested
that this should be augmented by researching the effect of social game design
mechanisms on social-emotional development, particularly for those who
experience difficulty with social interaction.
Keywords. Affective Computing, Autism, Video game applications
1. Introduction
Autism spectrum disorders (ASD) are a group of developmental neuropsychiatric
disorders, comprised of three diagnostic entities autistic disorder (AD), Aspergers
disorder (AS), and Pervasive Developmental Disorder Not Otherwise Specified
(including atypical autism) (PDD-NOS) [1]. The characteristics of autism vary from
person to person, though each sharing the common elements of impairment in social
interaction, social communication, and social imagination. Individuals diagnosed with
autism may have difficulty making eye contact with others, find it difficult to make
friends, may not understand other peoples emotions, and have difficulty managing
their own emotions. A number of intervention techniques are currently used to reduce
some of the associated challenges, with techniques ranging from behavioural therapy to
dietary interventions and traditional counselling.



1
Corresponding Author.
There has been some limited research into the use of non-directive play therapy in
treating autistic children [2]. Traditional play therapy literature often cites the work of
Huizinga [3] and the influential Homo Ludens, hailing the inherent benefits of play as
well as the natural tendency for humans to engage in play-related behaviours at all
stages in life. Gallo-Lopez and Schaefer [4] further observes that playing continues into
adulthood, negating the idea that adolescent developmental tasks should preclude
participation in play for therapeutic purposes. However, adolescents may feel
uncomfortable engaging in traditional play with toys they may be too old for. Moreover,
as it is the fastest growing developmental disorder, the cost of trained personnel will be
increasingly expensive [1].

2. Aims

Thus this positional paper proposes the use of affective video games as an intervention
in autism spectrum disorders. Games designed primarily for entertainment should be
modified to leverage affective computing technologies in order to engage autistic
teenagers on a social, emotional and behavioural level. This is particularly relevant
given the close affinity autistic teenagers feel for technology and games [5]. Griffiths
[6] reviews the literature in using video games in therapeutic settings, and argues that
in the right context, video games can indeed have a positive therapeutic benefit to a
large range of different subgroups, including children with particular emotional and
behavioural problems (ADD, impulsivity, and autism).

The research also aims to explore the potential for greater social physics made
possible by affective computing technologies. This refers to computationally
recognising emotions in a user, often through the use of multimodal affective sensors,
including facial expressions, postural shifts, and physiological signals such as heart rate,
skin conductivity, and EEG signals. Recently, such work has been applied to social-
emotional computing applications to support high-functioning individuals with autism
spectrum disorders [7] [8] [9]. However, it is suggested that this should be augmented
by researching the effect of social game design mechanisms on social-emotional
development, particularly for those who experience difficulty with social interaction.
This addition of principles of video game theory extends current nascent research into
affective technologies for autism, by providing a framework with a variable and
quantifiable outcome, one which the player feels attached to [10].

Additionally, such affective technologies need not be limited to traditional, sedentary
games; instead, game structures could effectively augment real-world social
interactions. Such games are known as mixed reality, augmented reality, hybrid reality
games, or even pervasive gaming, or ubiquitous gaming, though it can be defined
broadly to games utilizing technologies that combine the real and virtual in any
location-specific way, where both real and virtual information play significant roles
[11]. Therefore, it is proposed that affective mixed reality games could be one form of
affective game-based intervention for autism as described above.


3. References

[1] NHS (2008). Autistic spectrum disorder. NHS Direct Health Encyclopedia.
[2] Josefi, O. and V. Ryan (2004). "Non-Directive Play Therapy for Young Children
with Autism: A Case Study." Clinical Child Psychology and Psychiatry 9(4): 533-551.
[3] Huizinga, Johan (1955). Homo ludens; a study of the play-element in culture.
Boston: Beacon Press.
[4] Gallo-Lopez, L. and C. E. Schaefer, Eds. (2005). Play Therapy with Adolescents.
Lanham, Jason Aronson.
[5] Jackson, L. (2002) Freaks, Geeks and Aspergers Syndrome. London: Jessica
Kingsley Publishers, 2002, 1843100983.
[6] Griffiths, M. (2005). The Therapeutic Value of Video Games. Handbook of
Computer Game Studies. J. Raessens and J.
[7] Picard, R. W. and M. S. Goodwin (2008). Developing Innovative Technology for
Future Personalized Autism Research and Treatment. Autism Advocate. 50: 32-39.
[8] Madsen, M. et al (2008) Technology for Just-In-Time In-Situ Learning of Facial
Affect for Persons Diagnosed with an Autism Spectrum Disorder. 10th ACM
Conference on Computers and Accessibility (ASSETS), Halifax, Canada.
[9] Lee, C. et al (2008) Shybot: Friend-Stranger Interaction for Children Living with
Autism. CHI, Florence, Italy.
[10] Juul, J. (2005) Half-Real: Video Games between Real Rules and Fictional Worlds.
Cambridge, MA: MIT Press.
[11] Klopfer, E. (2008) Augmented Learning: Research and Design of Mobile
Educational Games. Cambridge, MA: MIT Press.