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Thursday, August 18 • 3:30pm - 4:30pm

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Do you see what I see? Visual Attention Patterns of Adolescents with and without ASD to a Dynamic Videogame Stimulus
Finke, Hickerson, & Wilkinson

The purpose of this study was to determine if children with and without autism spectrum disorder (ASD) fixate similarly while passively viewing a videogame play stimulus. To answer this research question, eye-tracking technology (i.e., Tobii T60) was used to gather data from typically developing children as well as children with ASD. A coding scheme was developed to determine how often all participants visually attended to various elements of the video game. This study is a first step in determining if videogame play may be an appropriate context for providing opportunities for friendship formation.

Who Benefited Most from Game-Based Learning in Special Education Settings?

In this study, we compared special education students based on their functioning levels and gender in order to investigate who benefited the most from game-based learning. The results indicated that the low-functioning group improved significantly in both speed and accuracy when compared to the no-game group. Further, the boys’ group increased considerably in speed only while the girls’ group did not Showcase a significant difference between the game group and the control group. The implications of this study are discussed in greater detail.

Hello, World: Building Accessibility in Game Design
Jen Dalsen

There are roughly 6.4 million students with disabilities in special education services. These students vary in disability type, learning preferences and educational needs. For many, games-based learning and educational apps awaken untapped abilities. More schools, recognizing technology as a tool for learning, are rapidly adopting tablets, computers and other devices into the classroom setting. But what does access truly mean? The purpose of this session is to deconstruct the word ‘access’ in game design. In particular, how principles of universal design for learning can be applied at the forefront of game development. I close with a look at how front loading design to accommodate learners of diverse needs will ultimately benefit user and developer alike.

avatar for Jill Gurtner

Jill Gurtner

Principal, Clark Street Community School
I am passionate about creating engaging school environments in which every learner develops a deep understanding of self and the skills to thrive in our ever changing world filled with challenges and opportunities! I have been a school administrator for almost 30 years and am constantly... Read More →


Jennifer Dalsen

Madison, WI, United States, University of Wisconsin - Madison
I am a doctoral student in the Curriculum & Instruction Department at UW-Madison. My research focuses on: digital access and looking at how students with disabilities learn through technological supports. I am an active collaborator with the Wisconsin Department of Public Instruction... Read More →

Erinn Finke

University Park, PA, USA, Penn State University

Benjamin Hickerson

University of North Carolina Greensboro
avatar for Jungmin  Kwon

Jungmin Kwon

Associate Professor, Seoul National University of Education
I am a professor in Early Childhood & Special Education at the Seoul National Univ. of Education in Korea. I am also a graduate of UW-Madison with M.S. degree from Curriculum &Instruction and Ph.D. from Rehab Psych and Special Ed. My research interest includes: game-based learning... Read More →

Krista Wilkinson

University Park, PA, USA, Penn State University

Thursday August 18, 2016 3:30pm - 4:30pm CDT
Landmark Union South