Doctoral Colloquium—Challenging Stereotypes Around NeurodiversityThrough Co-Design in a 2D Videogame, The Things Left Behind
DOI:
https://doi.org/10.56198/U6C0WYMC2Keywords:
educational game design, co-design, neurodivergence, game design, immersive learningAbstract
The Things Left Behind is an interactive, story-driven game that delves into the multifaceted experiences of neurodiverse individuals. Set within a cozy game aesthetic, the game offers players a unique opportunity to explore and understand the world through the lens of neurodiversity. The primary objective of The Things Left Behind is to foster understanding and empathy towards neurodiverse individuals. By immersing players in narratives that reflect the lived experiences of those with neurodivergent traits, the game seeks to challenge perceptions and broaden horizons. Each story vignette, co-designed with neurodiverse individuals, serves as a window into the challenges, joys, and unique perspectives that define neurodiversity. Furthermore, with the entire development team comprising neurodiverse individuals, the game promises an authenticity rarely seen in mainstream media. Through this interactive medium, we aim to not only entertain but also educate, promoting a more inclusive and understanding society.
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2024 The Immersive Learning Reseach Network
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright ©2023 by the Immersive Learning Research Network. All rights reserved.
Copyright and Reprint Permission
Abstracting is permitted with credit to the source. This work is published under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-SA 4.0)
The terms are defined at https://creativecommons.org/licenses/by-nc-sa/4.0/
The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
Immersive Learning Research Network
E-mail: publications@immersivelrn.org