Enhancing Emotional Recognition in Autism Spectrum Disorders through Game-Based Autism Saudi Students

Abstract

The purpose of this work was to investigate the impact of a teaching-through-gaming approach to improve Saudi students with ASD’s abilities to recognize emotions. The intervention also used culturally meaningful practices to ensure that participants focused on what was being taught. The assessment of raw results in terms of the QS revealed a tangible increase in the participants’ scores in terms of the ER, as well as the questionnaire results reflecting the increase in the emotional competence in both participants, parents, and teachers. However, some of the perceived negative effects, which include game complexities and technical difficulties were also mentioned. Based on these results, it is evident that Kim, Zalesno and Ellis's intervention enhanced the learners’ emotional competencies; the authors should enhance the intervention by personalizing the learners by relating with them and the use of technology should be integrated and personalized as well. It also focuses on the role of culturally appropriate messages in increasing audience interest and the intervention’s success.