Evaluating Interaction Capability in a Serious Game for Children with ASD: An Operability-Based Approach Aligned with ISO/IEC 25010:2023

• Published in: Computers (Basel) Vol. 14; no. 9; p. 370
• Main Authors: Carrión-León, Delia Isabel, Lopez-Ramos, Milton Paúl, Santillan-Valdiviezo, Luis Gonzalo, Tanguila-Tapuy, Damaris Sayonara, Morocho-Santos, Gina Marilyn, Moyano-Arias, Raquel Johanna, Yautibug-Apugllón, María Elena, Chacón-Luna, Ana Eva
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.09.2025
• Subjects: Algorithms; Autism; autism spectrum disorder; Autistic children; Communication; Design standards; Education; Educational games; Games; ISO/IEC 25010:2023; mixed-effects modeling; operability; Reliability; serious game; Software quality; Special education; Technology application; Usability; usability evaluation; Ecuador
• ISSN: 2073-431X; 2073-431X
• DOI: 10.3390/computers14090370

Serious games for children with Autism Spectrum Disorder (ASD) require rigorous evaluation frameworks that capture neurodivergent interaction patterns. This pilot study designed, developed, and evaluated a serious game for children with ASD, focusing on operability assessment aligned with ISO/IEC 25010:2023 standards. A repeated-measures design involved ten children with ASD from the Carlos Garbay Special Education Institute in Riobamba, Ecuador, across 25 gameplay sessions. A bespoke operability algorithm incorporating four weighted components (ease of learning, user control, interface familiarity, and message comprehension) was developed through expert consultation with certified ASD therapists. Statistical study used linear mixed-effects models with Kenward–Roger correction, supplemented by thorough validation including split-half reliability and partial correlations. The operability metric demonstrated excellent internal consistency (split-half reliability = 0.94, 95% CI [0.88, 0.97]) and construct validity through partial correlations controlling for performance (difficulty: r_partial = 0.42, p = 0.037). Eighty percent of sessions achieved moderate-to-high operability levels (M = 45.07, SD = 10.52). In contrast to requirements, operability consistently improved with increasing difficulty level (Easy: M = 37.04; Medium: M = 48.71; Hard: M = 53.87), indicating that individuals with enhanced capabilities advanced to harder levels. Mixed-effects modeling indicated substantial difficulty effects (H = 9.36, p = 0.009, ε2 = 0.39). This pilot study establishes preliminary evidence for operability assessment in ASD serious games, requiring larger confirmatory validation studies (n ≥ 30) to establish broader generalizability and standardized instrument integration. The positive difficulty–operability association highlights the importance of adaptive game design in supporting skill progression.