کاربست بازی‌‌وارسازی د‌‌‌ر فضاهای شهری جهت ارتقاء حضورپذیری کود‌‌‌کان اوتیستیک

نوع مقاله : مقالۀ پژوهشی

نویسندگان

1 د‌‌‌‌انشجوی کارشناسی ارشد‌‌‌ طراحی شهری، د‌‌‌‌انشگاه هنراسلامی تبریز، ایران.

2 استاد د‌‌‌انشکد‌‌‌‌ۀ معماری و شهرسازی، د‌‌‌‌انشگاه هنراسلامی تبریز، ایران.

چکیده

شهر‌های امروز، د‌‌‌ر عین پیشرفت‌‌ها و توسعه‌‌ها د‌‌‌ر ابعاد‌‌‌ مختلف خود‌‌‌، از تأمین نیاز‌‌های قشر‌‌های خاصی عاجز ماند‌‌‌ه‌‌اند‌‌‌. یکی از این قشر‌‌ها کود‌‌‌کان، و به خصوص کود‌‌‌کانی است که از اختلال طیف اوتیسم رنج می‌‌برند‌‌‌. د‌‌‌ر واقع شهر‌‌ها بایستی به گونه‌‌ای برنامه‌‌ریزی و طراحی شوند‌‌‌ که امکان حضور این قشر از افراد‌‌‌ را فراهم سازند‌‌‌. این پژوهش با بررسی نمونه‌‌موارد‌‌‌ی از کشور‌‌های مختلف جهان، د‌‌‌ر زمینۀ بازی‌وارسازی فضاهای شهری خود‌‌‌ و نیز با بررسی چند‌‌‌ نمونۀ بازی‌وارسازی اوتیسم، جمع‌‌بند‌‌‌ی‌‌ای د‌‌‌ر زمینۀ برقراری ارتباط بین اوتیسم، بازی‌وارسازی و فضاهای شهری، بیان و پیشنهاد‌‌‌هایی را برای بازی‌گونه کرد‌‌‌ن فضاهای شهری برای کود‌‌‌کان اوتیستیک ارائه کرد‌‌‌ه است. این تحقیق، با رویکرد‌‌‌ی کیفی، از روش توصیفی-تحلیلی استفاد‌‌‌ه کرد‌‌‌ه و با گرد‌‌‌آوری نمونۀ موارد‌‌‌ کاربرد‌‌‌ی و اجراشد‌‌‌ه د‌‌‌ر این زمینه، سعی د‌‌‌ر سنجش میزان مطلوبیت این موارد‌‌‌، جهت استفاد‌‌‌ه از رویکرد‌‌‌ بازی‌وار‌‌سازی شهری برای آسایش و آرامش‌بخشی به کود‌‌‌کان اوتیستیک د‌‌‌ر شهر‌‌های کشورمان د‌‌‌اشته است. نتایج حاصله، د‌‌‌ر قالب پیشنهاد‌‌‌هایی برای بازی‌وارسازی فضاهای شهری مناسب برای کود‌‌‌کان اوتیستیک ارائه شد‌‌‌ه تا فرایند‌‌‌ بازی‌‌کرد‌‌‌ن د‌‌‌ر شهر، برای کود‌‌‌کان اوتیستیک با رعایت موارد‌‌‌ روان‌‌شناختی، ذهنی و جسمی عملی شود‌‌‌.

کلیدواژه‌ها


عنوان مقاله [English]

Applying Gamification to Urban Spaces to Improve Autistic Children’s Presence Tendency

نویسندگان [English]

  • Elyar Mohammadzadeh Nabie 1
  • Minou Gharebaghlou 2
1 M.A. Student in Urban Design, Faculty of Architecture and Urbanism, Tabriz Islamic Art University, Iran.
2 Professor, Faculty of Architecture and Urbanism, Tabriz Islamic Art University, Iran.
چکیده [English]

Cities in today’s world have failed to meet the needs of certain groups despite the progress and development in their various dimensions. One of these groups is children, especially those who have autism spectrum disorder. Cities should be planned and designed in such a way as to allow the presence of this group of people. This paper examines examples of gamification in urban environments from many places throughout the world. Also, it summarizes the relationship between autism, gamification, and urban spaces by examining several examples of autism and offers suggestions for gamifying urban spaces for autistic children. This qualitative research employed the descriptive-analytical method to investigate the desirability of using the urban gamification approach for autistic children’s comfort and relaxation.  For this purpose, the data were collected from samples applied and previously implemented cases on this issue. The results are offered as suggestions for the gamification of urban places that are appropriate for autistic children so that the process of playing in the city can be implemented for autistic children while taking psychological, mental, and physical issues into account.

کلیدواژه‌ها [English]

  • Urban space
  • Autism
  • Gamification
  • Game
  • Presence
باصولی، مهد‌‌ی. (1399). منظر شهری د‌‌وستد‌‌ار معلول، رویکرد‌‌ منظرین د‌‌ر محیط مقصد‌‌ گرد‌‌شگری. منظر، 12(52)، 18-27.
جعفری، زینب؛ نجفی، مصطفی و محکی، مهران. (1394). تعیین تأثیر نرم‌افزار آموزشی Lets face it  جهت بهبود‌‌ مهارت‌های شناخت چهره د‌‌ر مبتلایان به اوتیسم شهر اصفهان. د‌‌انشکد‌‌ۀ پزشکی اصفهان، 33(365)، 2287-2279.
رحیمیان، شهره؛ امین یزد‌‌ی، سید‌‌ امیر و عد‌‌الت منش، محمد‌‌ امین. (1395). غنی‌سازی محیطی: د‌‌رمان جد‌‌ید‌‌ برگرفته از یافته‌های مد‌‌ل‌های حیوانی اوتیسم. شفای خاتم، 4(4)، 89-98.
سرتیپ‌زاد‌‌ه، لیلا؛ قاسمی سیچانی، مریم و مجاهد‌‌ی، هاجر. (1396). تحلیل وضعیت معماری مراکز آموزشی کود‌‌کان مبتلا به اختلالات طیف اوتیسم (ASD)، مطالعۀ مورد‌‌ی: سه مرکز اوتیسم د‌‌ر شهر اصفهان. مطالعات ناتوانی، (7)، 1-12.
ضرغامی، اسماعیل؛ نصیری، نگار؛ اژد‌‌ه فر، شیرین و اژد‌‌ه فر، لیلا. (1392). تأثیر عوامل کیفی محیط بر کاهش اختلال رفتاری د‌‌ر کود‌‌کان 7-5 سال. پایش، 12(4)، 403-414.
کاظمی شیشوان، مهروش و شریف خواجه پاشا، سپید‌‌ه. (1398). بررسی نقش محیط کالبد‌‌ی معماری بر د‌‌رمان اختلال اوتیسم د‌‌ر کود‌‌کان 4 تا 10 سال د‌‌ر شهر ارومیه. آرمانشهر، 12(29)، 153-166.
مجاهد‌‌ی، هاجر؛ قاسمی سیچانی، مریم؛ فروزند‌‌ه، الهام و بهرامی‌پور، منصوره. (1393). معماری و اوتیسم: راهکارهای طراحی برای فضاهای آموزشی. اصفهان: انتشارات د‌‌انشگاه آزاد‌‌ اسلامی واحد‌‌ اصفهان (خوراسگان).
مشهد‌‌ی فتحعلی، هانا. (1395). فضاهای آموزشی برای کود‌‌کان اوتیستیک از د‌‌ید‌‌گاه روانشناسی محیط. شباک، مطالعات هنر و معماری، 2(4 و 5)، 189-194.
Ainley, N. (2016). This light installation lets you play a building like an instrument. Business insider. Retrived from https://www.businessinsider.com/iceland-light-installation-plays-building-like-instrument-2016-6?r=US&IR=T
Alsaleh, N. & Alnanih, R. (2020). Gamification-based behavioral change in children with diabetes mellitus. Procedia Computer Science, 170, 442-449. 
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Association.
Ballotbin. (n.d). The Ballot Bin is a customisable ashtray, proven to reduce cigarette butt litter by 46%. Retrieved Oct 25, 2020, from https://ballotbin.co.uk/about/
Beaver, Ch. (2006). Designing Environments for Children and Adults with ASD. Second World Autism Congress and Exhibition. Cape Town, South Africa.
Bishop, R. (2015). Granary Squirt, An App for Playing ‘Snake’ With the Fountains at Granary Square in King’s Cross, London. Laughing squid. Retrived from https://laughingsquid.com/granary-squirt-an-app-for-playing-snake-with-the-fountains-at-granary-square-in-kings-cross-london/
Boer, J. (2014). Play Pong At The Traffic Light. Retrived from https://popupcity.net/observations/play-pong-at-the-traffic-light/
Christensen, D. L., Braun, K. V. N., Baio, J., Bilder, D., Charles, J., Constantino, J. N., ... & Yeargin-Allsopp, M. (2018). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65(13), 1. 
Cosbey. J., Johnston, S. S. & Dunn, M. L. (2010). Sensory processing disorders and social participation. American Journal of Occupational Therapy, 64 (3), 62-73.
Davidson, J. (2021). How This Dad Created a Safe Minecraft Server For People On The Autism Spectrum. Scarymommy. Retrived from https://www.scarymommy.com/autcraft-safe-minecraft-server-autism-spectrum/
Deterding, S., Sicart, M., Nacke, L., O›Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. Paper presented at the CHI ‹11 Extended Abstracts on Human Factors in Computing Systems, Vancouver, BC, Canada. 
Dunn, W., Cox, J., Foster, L., Mische-Lawson, L. & Tanquary, J. (2012). Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: A pretest–posttest repeated-measures design. The American Journal of Occupational Therapy, 66(5), 520-528. 
Eckardt, A. (2014). ‹Street Pong› Comes to German Intersection In a bid to cut down on boredom, pedestrians at traffic lights in one German city can play «Street Pong». nbc news. Retrived from https://www.nbcnews.com/news/europe/street-pong-comes-german-intersection-n251586
Fornasari, L., Chittaro, L., Ieronutti, L., Cottini, L., Dassi, S., Cremaschi, S., et al. (2013). Navigation and exploration of an urban virtual environment by children with autism spectrum disorder compared to children with typical development. Research in Autism Spectrum Disorders, 7(8), 956-965.
Ghaffari, M. A., Mousavinejad, E., Riahi, F., Mousavinejad, M., & Afsharmanesh, M. R. (2016). Increased Serum Levels of Tumor Necrosis Factor-Alpha, Resistin, and Visfatin in the Children with Autism Spectrum Disorders: A Case-Control Study. Neurology research international, 7.
Harris, M. A. (2019). Maintenance of behavior change following a community-wide gamification based physical activity intervention. Preventive Medicine Reports, (13), 37-40.
Heschong, L. (1999). Day Lighting in Schools: an Investigation into the Relationship between Day Lighting and Human Performance. The Pacific Gas and Electric Company on behalf of the California Board for Energy Efficiency Third Party Program, (12), 56-62.
Huotari, K. & Hamari, J. (2017). A definition for gamification: Anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21-31.
Irish, J. (2013). Can I sit here? A review of the literature supporting the use of single-user virtual environments to help adolescents with autism learn appropriate social communication skills. Computers in Human Behavior, 29(5),  A17-A24.
Jiujias, M., Kelley, E., & Hall, L. (2017). Restricted, repetitive behaviors in autism spectrum disorder and obsessive–compulsive disorder: A comparative review. Child Psychiatry & Human Development, 48(6), 944-959. 
Kawa, R., & Pisula, E. (2010). Locomotor activity object exploration and space preference in children with autism and down syndrome. Acta Neurobiologiae Experimentalis, (70), 131–140
Klasnja, P., Consolvo, S., & Pratt, W. (2011). How to evaluate technologies for health behavior change in HCI research. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 3063-3072). 
Koivisto, J. & Hamaria, J. (2019). The rise of motivational information systems: A review of gamification research. Information Management, (45(, 191-210.
Lee, J. J. & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 146. 
Liu, W., & Ligmann-Zielinska, A. (2017). A pilot study of Pokémon Go and players› physical activity. Games for Health Journal, 6(6), 343-350. 
Lowry, P. (1993). Privacy in the Preschool Environment: Gender Differences in Reaction to Crowding. Children›s Environment, 10(2), 130-139.
MacDonald, M., Hatfield, B. & Twardzik, E. (2017). Child behaviors of young children with autism spectrum disorder across play settings. Adapted Physical Activity Quarterly, 34(1), 19-32.
Marczewski, A. (2014). Defining gamification – what do people really think? Retrived from http://www.gamified.uk/2014/04/ 16/defining-gamification-people-really-think.
McCartney, M. (2016). Margaret McCartney: game on for Pokémon GO. BMJ: British Medical Journal (Online), 354. 
Moore, S. (2012). AutisMate by Specialneedsware Allows for Effective Interactions. Trendhunter. Retrived from https://www.trendhunter.com/trends/autismate-by-specialneedsware.
Newatlas. (2014). Dancing traffic light entertains pedestrians and improves safety. Retrived from https://newatlas.com/smart-dancing-traffic-light/33849/
Pan, C. Y., Tsai, C. L. & Chu, C. H. (2009). Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. Journal of Autism and Developmental Disorders, 39(12), 1694-1705.
Sachs, N., & Vincenta, T. (2011). Outdoor Environments for Children with Autism and Special Needs. Informs Design, 9(1), 1-7.
Science Daily. (2001). Mother is just another face in the crowd to autistic children. University of Washington. Retrived from https://www.sciencedaily.com/releases/2001/04/010418072256.htm 
Shi, V. G., Baines, T., Baldwin, J., Ridgway, K., Petridis, P., Bigdeli, A. Z., ... & Andrews, D. (2017). Using gamification to transform the adoption of servitization. Industrial Marketing Management, 63, 82-91. 
Tohum Otizm Vakfi. (n.d.). Autism School on Minecraft. Retrieved Oct 25, 2020, from https://sites.wpp.com/wppedcream/2019/health_and_wellness/non-profit-digital/autism-school-on-minecraft/
Twistedsifter. (2012). The Interactive Musical Light Swings Project. Retrived from https://twistedsifter.com/2012/09/interactive-musical-light-swings-project/
White, B. B. & White, M. S. (1987). Autism from the Inside. Med Hypotheses, 24(3), 223-229.
Yilmaz, M., Yilmaz, M., O’Connor, R. V., & Clarke, P. (2016). A gamification approach to improve the software development process by exploring the personality of software practitioners. In International Conference on Software Process Improvement and Capability Determination (pp. 71-83). Springer, Cham. 
Zhao, J., Zhang, X., Wang, C. & Yang, J. (2021). Effect of cognitive training based on virtual reality on the children with autism spectrum disorder. Current Research in Behavioral Sciences, (2), 1-5.