Technology and videogames have been proven as motivating tools for working attention and complex communication skills, especially in children with autism spectrum disorder (ASD). In this work, we present two experiences that used interactive games for promoting communication and attention. The first game considers emotions in order to measure children’s attention, concentration and satisfaction, while the second uses tangible tabletops for fostering cognitive planning. The analysis of the results obtained allows to propose a new study integrating both, in which the tangible interactive game is complemented with the emotional trainer in a way that allows identifying and classifying children’s emotion with ASD when they collaborate to solve cognitively significant and contextualized challenges. The first application proposed is an emotional trainer application in which the child can work out the seven basic emotions (happiness, sadness, fear, disgust, anger, surprise and neutral). Further, a serious videogame is proposed: a 3D maze where the emotions can be captured. The second case study was carried out in a Special Education Center, where a set of activities for working cognitive planning was proposed. In this case, a tangible interactive tabletop was used to analyze, in students with ASD, how the communication processes with these interfaces affect to the attention, memory, successive and simultaneous processing that compose cognitive planning from the PASS model. The results of the first study, suggest that the autistic children did not act with previous planning, but they used their perception to adjust their actions a posteriori (that explains the higher number of collisions). On the second case study, the successive processing was not explored. The inclusion of the mazes of case study 1 to a semantic rich scenario could allow us to measure the prior planning and the emotions involved in the maze game. The new physiological sensors will also help to validate the emotions felt by the children. The first study has as objective the capability to imitate emotions and resolve a maze without semantic context. The second study organized all the actions from a semantic context close to users. The attention results presented by the second study are coherent with the first study and complement it showing that attention can be receptive or selective. In the first study case, the receptive attention was the focus of analysis. In the second case, both contributed to explain and understand how it can be developed from a videogame.

技术和视频游戏已被证明是工作注意力和复杂的沟通技巧的激励工具，特别是对于患有自闭症谱系障碍（ASD）的儿童。在这项工作中，我们介绍了两种使用交互式游戏促进交流和注意力的经验。第一个游戏考虑情绪，以衡量孩子的注意力，注意力和满意度，而第二个游戏则使用有形的桌面来促进认知计划。对获得的结果进行分析后，可以提出一项将两者结合在一起的新研究，其中在有形互动游戏中辅以情感训练器，以便在儿童协作解决认知上重要的和情境化的挑战时，通过ASD识别和分类儿童的情感。提出的第一个应用程序是一种情感教练应用程序，在该应用程序中，孩子可以锻炼出七个基本情感（幸福，悲伤，恐惧，厌恶，愤怒，惊奇和中立）。此外，提出了一种严肃的视频游戏：可以捕捉情感的3D迷宫。第二个案例研究是在特殊教育中心进行的，该中心提出了一系列用于认知计划工作的活动。在这种情况下，使用一个有形的交互式桌面来分析具有ASD的学生，这些界面的交流过程如何影响注意力，记忆，连续和同步处理，这些过程构成了PASS模型的认知规划。第一项研究的结果表明，自闭症儿童没有按照先前的计划行事，但是他们使用感知来调整后验动作（这说明了更多的碰撞）。在第二个案例研究中，未探索后续处理。将案例研究1的迷宫包含到一个语义丰富的场景中，可以使我们测量迷宫游戏中的先期计划和​​涉及的情绪。新的生理传感器还将帮助验证儿童所感受到的情绪。第一项研究的目标是在没有语义上下文的情况下模仿情绪并解决迷宫的能力。第二项研究从接近用户的语义上下文中组织了所有动作。第二项研究提出的注意力结果与第一项研究一致，并且补充表明该注意力可以是接受性的或选择性的。在第一个研究案例中，接受注意力是分析的重点。在第二种情况下，两者都有助于解释和理解如何通过视频游戏进行开发。