# User Experience Factors for People with Autism Spectrum Disorder
## 4 A Two-Step Preliminary Proposal of UX Factors for ASD
### Step 1: Adapting Morville UX Factors Based on ASD Characteristics
#### 4.1.2 Collection and Selection of UX Factors  
Authors have defined factors/attributes with the end goal of evaluating the usability and user experience of a specific product. Some examples of this include the following:  
* Aspects [5]: effectiveness, efficiency, and satisfaction.
* Attributes [6]: learnability, efficiency, memorability, errors, and satisfaction.
* User experience:
* Facets [7]: dependability, usability, playability, accessibility, plasticity, communicability, cross-cultural capacity, emotionality, desirabeless, usefulness, and findability.
* Factors [8]: useful, usable, desirable, findable, credible, accessible, and valuable.  
The selection of such factors/attributes should be dependent on the nature and characteristics of the product and scope of the investigation. Considering the focus of this investigation, we selected the seven UX factors proposed by [PERSON] [8], who states that the Useful, Usable, Desirable, Findable, Accessible, Credible, and Valuable factors contribute to a successful user experience. The definitions for each of these factors are presented in Table 2 below.  
\begin{table}
\begin{tabular}{c} \hline \hline \multicolumn{1}{c}{**Characteristics/Difficulties/Affinities of People with ASD**} \\ \hline People with autism spectrum disorder (ASD) tend to enjoy themselves and be engaged when interacting with computers, as these interactions occur in a safe and trustworthy environment [2]. \\ \hline People with ASD have a tendency to engage in visual and structured thinking [50]. \\ \hline Students on the autism spectrum enjoy playing games, as this provides a safe environment [51]. \\ \hline People with ASD experience difficulties with developing social skills [52], which leads to social isolation [53]. \\ \hline The delay of fine motor skills development causes difficulties with interaction [54]. \\ \hline People with ASD have difficulties when generalizing skills to real-world contexts [55]. \\ \hline People with ASD find real social interactions to be stressful and intimidating because they are unpredictable [56] as well as being initially frightening, challenging, and even undesirable. \\ \hline People with ASD tend to be more susceptible to experiencing depression and frustration [57]. \\ \hline The patterns of restricted or repetitive behaviors that characterize people with ASD leads to problems with adapting to novel environments [1]. \\ \hline People with ASD show persistent deficits in social communication and social interaction across multiple contexts [1]. \\ \hline People with ASD exhibit deficits in social–emotional reciprocity [1]. \\ \hline People with ASD exhibit deficits in nonverbal communicative behaviors used for social interaction [1]. \\ \hline People with ASD exhibit deficits in developing, maintaining, and understanding relationships [1]. \\ \hline People with ASD exhibit restricted, repetitive patterns of behavior, interests, or activities [1]. \\ \hline People with ASD exhibit stereotyped or repetitive motor movements, use of objects, or speech [1]. \\ \hline People with ASD insist on consistency, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior [1]. \\ \hline People with ASD have highly restricted, fixated interests that are abnormal in intensity or focus [1]. \\ \hline People with ASD exhibit hyper- or hypo-reactivity to sensory input or an unusual interest in sensory aspects of the environment [1]. \\ \hline \hline \end{tabular}
\end{table}
Table 1: ASD Characteristics from the Literature.