Generally, rewards are considered to have a positive impact on motivation, engagement, and performance in learning. Moreover, digital reward systems are commonly used within computer games to provide positive feedback and enhance user engagement. However, little is known about the nature and impact of rewards for children with Autism Spectrum Disorder (ASD), and/or Intellectual Disabilities (ID) and how rewards should be embedded within digital technology.
A group of researchers from the University of Bath explore this gap in their recent work – Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability. In this research, Constantin and her colleagues aim to understand:
In order to investigate reward preferences regarding an educational/interventional digital platform, the researchers undertook two participatory design studies with children with ASD and/or ID.
The results of these studies provide original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID:
Also, the outcomes of this research led to a series of theoretical questions about the role of sameness and difference in reward stimuli to be interacted with by children with ASD and/or ID. Additionally, it raises significant questions about the role of rewards in behavioral interventions. Full details of this research can be found in Constantin et al. (2017) article.
Constantin, A., Johnson, H., Smith, E., Lengyel, D., & Brosnan, M. (2017). Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability. Computers in Human Behavior.