This paper presents a project that developed a Serious Game with a Natural User Interface, via a Participatory Design approach with two adolescents with High-Functioning Autism (HFA). The project took place in a highly specialized school for young people with Special Educational Needs (SEN). The teenagers were empowered by assigning them specific roles across several sessions. They could express their voice as user, informant, designer and tester. As a result, teachers and young people developed a digital educational game based on their experience as video gamers to improve academic skills in Geography. This paper contributes by describing the sensitive and flexible approach to the design process which promoted stakeholders' participation.
['Benoît Bossavit', 'Sarah Parsons']
"This is how I want to learn": High Functioning Autistic Teens Co-Designing a Serious Game