What a Tangible Digital Installation for Museums Can Offer to Autistic Children and Their Teachers

摘要: This study is a cooperation between the authors and teacher who works with pupils affected by autism spectrum disorders 9-12 years old in primary Danish school. The aim was assess benefits of game-based learning respect to teachers' main challenges: facilitating discussion curricular subjects enabling through conceptual thinking social interaction. An existing digital tangible installation called MicroCulture, originally created bridge history across museums schools re-contextualised placed at school's disposal, three weeks involving 15 pupils. Data gathered unobtrusively, qualitative methods. Through mediated play teacher's facilitation, children occasionally engaged interactions leading thinking, cooperation, forms role play. present both problems positive experiences teachers had playing MicroCulture; findings allowed us outline guidelines for developing similar installations.