Une approche participative pour adapter de manière itérative des ateliers de conception de jeux afin d'autonomiser les jeunes autistes

Titre original en anglais : A participatory approach to iteratively adapting game design workshops to empower autistic youth

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Gillespie-Lynch, K., Grossman, E., Herrell, J., Riccio, A., Santos, J. D., Biswas, S., Kofner, B., Dwyer, P., Rosenberg, B., Hwang-Geddes, L., Hurst, A., Martin, W., Pak, E., O’Brien, S., Kilgallon, E., Shevchuk-Hill, S., & Dave, S. (2023). A participatory approach to iteratively adapting game design workshops to empower autistic youth. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1179548

Date de publication: 31/07/2023 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
17
Auteur·ices de la publication identifié·es comme autistes
2 / 17 (11,8 %)
  1. Kristen Gillespie-Lynch
  2. Eliana Grossman
  3. Jessye Herrell
  4. Ariana Riccio
  5. Jin Delos Santos
  6. Sharang Biswas
  1. Bella Kofner
  2. Patrick Dwyer *
  3. Beth Rosenberg
  4. Lillian Hwang-Geddes
  5. Amy Hurst
  6. Wendy Martin
  1. Eunju Pak
  2. Sinéad O’Brien
  3. Elizabeth Kilgallon *
  4. Sergey Shevchuk-Hill
  5. Saumya Dave

Résumé

Introduction Les personnes autistes font face à des obstacles systémiques à un emploi équitable. L'apprentissage informel peut favoriser l'autodétermination dont les jeunes autistes en âge de transition ont besoin pour surmonter et/ou transformer ces obstacles. Ce rapport se concentre sur le processus itératif d'élaboration d'ateliers de conception de jeux vidéo guidé par les retours d'étudiants autistes concernant les stratégies pédagogiques qu'ils trouvaient engageantes. Cette étude fait partie d'un programme de recherche financé par la NSF sur trois ans qui vise à autonomiser les jeunes autistes afin qu'ils progressent vers des carrières réussies en apprenant aux éducateurs à les guider plus efficacement. Méthodes Au cours de l'été 2021, des éducateurs d'un programme éducatif à but non lucratif primé, basé à NYC, Tech Kids Unlimited (TKU), ont collaboré avec des chercheurs, y compris des étudiants autistes, afin d'élaborer et d'évaluer de manière itérative deux ateliers en ligne de conception de jeux destinés à des jeunes autistes en âge de transition. Les participants ont choisi l'atelier auquel ils étaient disponibles pour participer (Atelier 1 : n = 18 ; âge M = 16,72 ans ; Atelier 2 : n = 16 ; âge M = 16,56 ans). Les étudiants de l'Atelier 2 avaient des besoins de soutien plus variés et étaient moins motivés à apprendre la conception de jeux vidéo que les étudiants de l'Atelier 1. Les étudiants ont réalisé des évaluations avant et après chaque atelier et ont évalué leur intérêt pour des activités spécifiques de l'atelier après chaque activité. Guidés par les données de l'Atelier 1, nous avons révisé les stratégies pédagogiques avant de mener l'Atelier 2. Résultats Nous avons trouvé peu d'éléments étayant notre hypothèse selon laquelle le style attentionnel aurait une incidence sur l'engagement éducatif. Toutefois, l'auto-efficacité en conception de jeux vidéo et l'autodétermination étaient souvent positivement associées à l'engagement. Deux intervenants du secteur, dont l'un était autiste, figuraient parmi les activités les mieux évaluées. Comme prévu, l'auto-efficacité en conception de jeux vidéo et l'autodétermination, ainsi que, de manière inattendue, la planification spatiale, se sont améliorées du pré-test au post-test après l'Atelier 1. Malgré nos efforts pour utiliser ce que nous avions appris lors de l'Atelier 1 afin d'améliorer l'Atelier 2, l'Atelier 2 n'a pas entraîné d'améliorations significatives des résultats. Cependant, les étudiants ont plus souvent souligné les stratégies pédagogiques comme un point fort de l'Atelier 2 qu'ils ne l'avaient fait pour l'Atelier 1. Les éducateurs ont souligné l'importance des « prises de température » de groupe, des suivis individualisés, du soutien socio-émotionnel pour les étudiants et les éducateurs, et de la promotion d'une atmosphère positive. Discussion Les résultats suggèrent que des activités interactives multimodales, des discussions stimulantes et des occasions d'échanger avec des professionnels neurodivergents du secteur peuvent engager et autonomiser des jeunes autistes divers.

Introduction Autistic people face systemic barriers to fair employment. Informal learning may promote the self-determination transition-age autistic youth need to overcome and/or transform these barriers. This report focuses on the iterative process of developing video game design workshops guided by feedback from autistic students about instructional strategies they found engaging. This study is part of a three-year-long NSF-funded program of research that seeks to empower autistic youth to move toward successful careers by teaching educators how to more effectively guide them. Methods In the Summer of 2021, educators at an award-winning NYC-based, not-for-profit, education program, Tech Kids Unlimited (TKU) collaborated with researchers, including autistic students, to iteratively develop and assess two online game design workshops for transition-age autistic youth. Participants selected which workshop they were available for (Workshop 1: n = 18; M age = 16.72 years; Workshop 2: n = 16; M age = 16.56 years). Students in Workshop 2 had more varied support needs and were less motivated to learn video game design than students in Workshop 1. Students completed assessments before and after each workshop and rated their interest in specific workshop activities after each activity. Guided by data from Workshop 1, we revised instructional strategies before conducting Workshop 2. Results We found little evidence for our hypothesis that attentional style would impact educational engagement. However, video game design self-efficacy and self-determination were often positively associated with engagement. Two industry speakers, one of whom was autistic, were among the highest-rated activities. As hypothesized, video game design self-efficacy and self-determination (and unexpectedly) spatial planning improved from pre- to post-test following Workshop 1. Despite our efforts to use what we learned in Workshop 1 to improve in Workshop 2, Workshop 2 did not lead to significant improvements in outcomes. However, students highlighted instructional strategies as a strength of Workshop 2 more often than they had for Workshop 1. Educators highlighted the importance of group “temperature checks,” individualized check-ins, social–emotional support for students and educators, and fostering a positive atmosphere. Discussion Findings suggest that interactive multimodal activities, stimulating discussions, and opportunities to engage with neurodivergent industry professionals may engage and empower diverse autistic youth.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
102
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
12 / 102 (11,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
23 / 408 (5,6 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 23 / 111 (20,7 %). Auteurices cité·es distinct·es identifié·es comme autistes : 16 / 366 (4,4 %).
Occurrences citées rattachées à la base AutiHub
111 / 408 (27,2 %)
Auteurices cité·es distinct·es rattaché·es : 82 / 366 (22,4 %)
Occurrences rattachées, non identifiées comme autistes
88 / 111 (79,3 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 88 / 408 (21,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 66 / 82 (80,5 %).
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