<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-2253</journal-id>
<journal-title><![CDATA[Revista científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cient.]]></abbrev-journal-title>
<issn>0124-2253</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-22532020000100090</article-id>
<article-id pub-id-type="doi">10.14483/23448350.15431</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Using Gamification to Improve the Education Quality of Children with Autism]]></article-title>
<article-title xml:lang="es"><![CDATA[Uso de la gamificación para mejorar la calidad educativa de los niños con autismo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navan]]></surname>
<given-names><![CDATA[Azadeh Afrasiabi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Khaleghi]]></surname>
<given-names><![CDATA[Ali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Imam Khomeini International University Qazvin Department of computer engineering ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Imam Khomeini International University Qazvin Department of computer engineering ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>37</numero>
<fpage>90</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-22532020000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-22532020000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-22532020000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study was conducted with a pre-test-post-test design with a control group in which participants were divided into two experimental (ten persons) and control (ten persons) groups. The Smile 1 intervention took place in 16 sessions of 30 min, which consisted of eight sessions of 1 h owing to the time spent by the parents of the participants in the study. Additionally, a Child Behaviour Check List (CBCL) was used to measure the effectiveness of this interventional game on reducing the behavioural problems of children that participated. The questionnaire consists of 113 questions in which 13 different behavioural factors are identified in the children. For this purpose, pre-test and post-test stages were performed for both groups. In fact, due to time constraints for holding intervention sessions, it was expected from the outset that significant changes in participant behaviour during the two months of interventions would not be observed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio se realizó con un diseño pre-test-post test con un grupo de control en el que los participantes se dividieron en dos grupos experimentales (diez personas) y de control (diez personas). La intervención de Smile 1 se llevó a cabo en 16 sesiones de 30 minutos, que consistieron en ocho sesiones de 1 hora debido al tiempo que pasaron los padres de los participantes en el estudio. Además, se utilizó una Lista de control de la conducta infantil (CBCL) para medir la eficacia de este juego intervencionista en la reducción de los problemas de conducta de los niños que participaron. El cuestionario consta de 113 preguntas en las que se identifican 13 factores conductuales diferentes en los niños. Para ello, se realizaron etapas de pre-test y post-test para ambos grupos. De hecho, debido a las limitaciones de tiempo para realizar las sesiones de intervención, se esperaba desde el principio que no se observaran cambios significativos en el comportamiento de los participantes durante los dos meses de las intervenciones.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[autism spectrum disorders]]></kwd>
<kwd lng="en"><![CDATA[recognising emotional states]]></kwd>
<kwd lng="en"><![CDATA[game]]></kwd>
<kwd lng="en"><![CDATA[gamification.]]></kwd>
<kwd lng="es"><![CDATA[trastornos del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[reconocer los estados emocionales]]></kwd>
<kwd lng="es"><![CDATA[juego]]></kwd>
<kwd lng="es"><![CDATA[gamificación.]]></kwd>
</kwd-group>
</article-meta>
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