CoVoL: A Cooperative Vocabulary Learning Game for Children with Autism
Pawel Chodkiewicz, Pragya Verma, Grischa Liebel
TL;DR
The paper introduces CoVoL, a cooperative two-player vocabulary learning game for children with Autism, designed to incorporate turn-taking and peer-mediated interaction to enhance social communication and tacting. Using Design Science Research, the authors iteratively developed a single-player prototype, gathered expert feedback, and identified requirements to inform a two-player extension. Key contributions include a functional prototype architecture, insights on turn-taking pedagogy and pacing, and a concrete evaluation plan involving therapists, parents, and peers. The work aims to enable more generalizable vocabulary learning that better translates to real-world social contexts and broader accessibility across languages and settings.
Abstract
Children with Autism commonly face difficulties in vocabulary acquisition, which can have an impact on their social communication. Using digital tools for vocabulary learning can prove beneficial for these children, as they can provide a predictable environment and effective individualized feedback. While existing work has explored the use of technology-assisted vocabulary learning for children with Autism, no study has incorporated turn-taking to facilitate learning and use of vocabulary similar to that used in real-world social contexts. To address this gap, we propose the design of a cooperative two-player vocabulary learning game, CoVoL. CoVoL allows children to engage in game-based vocabulary learning useful for real-world social communication scenarios. We discuss our first prototype and its evaluation. Additionally, we present planned features which are based on feedback obtained through ten interviews with researchers and therapists, as well as an evaluation plan for the final release of CoVoL.