Evaluation of the Acquisition of Social Skills in ASD Students Under an Embedded Gamification Mode

Abstract

The transformation of teaching methods has been enhanced by new methodologies, classroom practices, and materials. This work focuses on evaluation as a necessary element to improve the training process. The objective is to demonstrate the importance of a methodological and evaluation procedure supported by educational gamification carried out longitudinally. This serves as a guide for the comprehensive evaluation of social skills training with ASD students. The proposed design evaluates the acquisition of social skills and effective classroom performance based on the hours invested, measured through rubrics for cooperative tasks and tracking sheets. This non-probabilistic sample includes students aged 12 to 16 from a public Secondary Education center in Madrid. The study found that the proposed method was key in achieving objectives, highlighting the importance of creating evaluation processes that monitor the entire teaching/learning process beyond numerical grades.