CoVoL: A Cooperative Vocabulary Learning Game for Children with Autism

2025-05-13

AI Summary

Children with autism spectrum disorder (ASD) often experience vocabulary acquisition deficits that impede social communication; existing technological interventions frequently lack structured turn-taking mechanisms essential for authentic social interaction. This study introduces a dyadic collaborative vocabulary learning game, the first to embed a formalized social turn-taking framework into intervention design—mimicking the rhythmic alternation and role distribution characteristic of natural dialogue. Methodologically, we integrated gamified design, human-computer interaction prototyping, and clinical co-design—including in-depth interviews with 10 speech-language pathologists—to develop a functional prototype. Empirical evaluation demonstrated significantly improved child engagement and task adherence, alongside support for dynamic feedback and cross-contextual generalization. The core contribution is a closed-loop “turn-taking → comprehension → application” model that aligns lexical learning processes with real-world pragmatic communication demands, establishing a scalable, socially grounded technological paradigm for social-pragmatic intervention in ASD.

Technology Category

• Cognitive Modeling & Cognitive Systems: Social Cognition And Interaction
• Humans and AI: Game Design — Virtual Humans, NPCs and Autonomous Characters
• Multiagent Systems: Agent Communication

Application Category

• Economics, Online Markets and Human Computation: Social networks and social learning
• Responsible Web: Social and technical mechanisms of refusal for web technologies and applications
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions

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.

Problem

• Addressing vocabulary acquisition difficulties in autistic children
• Lack of turn-taking in existing digital learning tools
• Enhancing real-world social communication through cooperative gameplay

Innovation

• Cooperative two-player game for vocabulary learning
• Incorporates turn-taking for real-world social contexts
• Digital tool with individualized feedback for Autism