# User Experience Factors for People with Autism Spectrum Disorder
## 6 Conclusions
\begin{tabular}{c c} \hline \hline
**Title** & **Guidelines** \\ \hline \multicolumn{3}{c}{Learning styles of individual students} \\ \hline Independent responding \\ \hline Social interaction \\ \hline Responsivity \\ \hline Age appropriateness \\ \hline Overlearning \\ \hline Natural environment \\ \hline Generalization \\ \hline Communication attempts \\ \hline Student choice of stimulus materials \\ \hline Cognitive ability \\ \hline Task variation \\ \hline Over-selectivity \\ \hline Vary the reinforcers \\ \hline Multiple cues \\ \hline Prompts \\ \hline Maximal use of technology \\ \hline Data collection as a design feature \\ \hline \multicolumn{3}{c}{The authors do not detail specific categories for 18 guidelines and/or recommendations} \\ \hline Understanding Natural Language [42]. & The authors do not detail specific categories for eight guidelines and/or recommendations \\ \hline \multicolumn{3}{c}{Visibility of system status} \\ \hline Match between system and the real world \\ \hline Consistency and standards \\ \hline Recognition rather than recall \\ \hline \multicolumn{3}{c}{Aesthetic and minimalist design--minimize distraction} \\ \multicolumn{3}{c}{and keep design simple} \\ \hline User control and freedom \\ \hline Error prevention \\ \hline Flexibility and efficiency of use \\ \hline Help users recognize, diagnose, and recover from \\ errors \\ \hline Help and documentation \\ \hline Personalization of screen items \\ \hline User interface screens of the system \\ \hline Responsiveness of the system \\ \hline Track user activities, monitor performance, and repeat \\ activity \\ \hline Use of multimodalities for communication \\ \hline Structured and predictable learning environment \\ \hline Generalization to daily life \\ \hline Learning dynamics: individual and collaborative \\ \hline Engagement through activity cycles and game \\ \hline Error managing \\ \hline Mixed activities \\ \hline No-touch and hybrid interfaces \\ \hline \end{tabular}   
\begin{table}
\begin{tabular}{c c c c} \hline \hline
**Category** & **Subcategory** & **Definition** & **Sources** \\ \hline \multirow{6}{*}{Engagement} & \multirow{4}{*}{Feedback} & “Software solution designed for users with ASD must (...) provide immediate feedback on the user’s actions (the response time must be as short as possible).” [46] & [3,36,40,43,46,48] \\  & & & \\ \cline{2-3}  & \multirow{4}{*}{Rewards} & “Offering a reward after a good performance, increases the child’s motivation, engagement and implicitly improves skills.” [38] & [3,34,38] \\ \cline{2-3}  & & & \\ \cline{2-3}  & \multirow{4}{*}{Motivation} & “Motivation encourages users to achieve objectives and develop expected behaviors. This motivation can be extrinsic and intrinsic.” [3] & [3,34,36,37,41] \\ \hline \multirow{6}{*}{Task Design} & \multirow{4}{*}{Task Design} & “Software solutions designed for users with ASD must take account of their various characteristics (habits, skills, age, expectations, etc.) and adapt the tasks, navigation, layout, etc., accordingly.” [46] & [34,38,41,43,46] \\ \cline{2-3}  & \multirow{4}{*}{Evolution} & “Increasing levels of motor or cognitive complexity should be incorporated in the game.” [38] & [3,34,36,37,38,44] \\ \cline{2-3}  & \multirow{2}{*}{Simple and Concise} & “Make content as concise as possible without sacrificing precision and specificity, to reduce cognitive burden.” [45] & [45] \\ \cline{2-3}  & \multirow{2}{*}{Instructions} & “The software should speak directions to the student in a clear and direct manner.” [41] & [34,38, 39, 40, 41,45,46] \\ \cline{2-3}  & \multirow{4}{*}{Memory Load} & “Minimise the user’s memory load by making objects, actions, and options visible. The user should not have to remember information from one part of the screen to another.