Abstract / Summary
Abstract We propose an inclusive and gamified design framework for educational serious games targeting children with Autism Spectrum Disorder (ASD), integrating a structured literacy method (PGL), cognitive accessibility guidelines (COGA), and gamification strategies grounded in the Hexad motivational model. We report an exploratory evaluation of one of its instantiations through a longitudinal exploratory study (n = 6, 2,985 sessions) comparing a technological intervention group with a traditional method group. Interaction data were analyzed through reaction time and behavioral variability as primary behavioral proxies, supplemented by a synthetic behavioral proxy score (Exploratory Composite Index (ECI)) and unsupervised learning techniques (K-Means, PCA) for structural inspection. Observed patterns are compatible with the maintenance of pedagogical applicability in the digital environment. The application group exhibited lower mean reaction time (≈ 0.95 s vs. ≈ 1.51 s) and greater behavioral consistency; however, these figures must be interpreted with extreme caution, as application group times were captured automatically via Firebase while traditional group times were recorded manually by the instructor, making direct numerical comparison methodologically questionable. Rank-biserial effect size was maximum (r = −1.00) for both primitive metrics and large for the complementary exploratory composite (r = +0.56). These findings constitute preliminary and suggestive indications only; formal inference is structurally precluded by the sample size. The empirical analysis is restricted to a single introductory tapping activity (balloonGame), and does not cover the full literacy progression. The study contributes a reusable design framework and a preliminary demonstration of technical viability, restricted to the interaction mechanics of a single introductory tapping activity; it does not constitute a longitudinal evaluation of the full literacy framework.