{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,27]],"date-time":"2026-04-27T23:17:46Z","timestamp":1777331866036,"version":"3.51.4"},"reference-count":32,"publisher":"Georg Thieme Verlag KG","issue":"02","funder":[{"name":"Indra and Fundaci\u00f3n Addecco"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Methods Inf Med"],"published-print":{"date-parts":[[2017]]},"abstract":"<jats:title>Summary<\/jats:title><jats:p>Objective: To investigate if 3D gamified simulations can be valid vocational training tools for persons with intellectual disability.<\/jats:p><jats:p>Methods: A 3D gamified simulation composed by a set of training tasks for cleaning in hostelry was developed in collaboration with professionals of a real hostel and pedagogues of a special needs school. The learning objectives focus on the acquisition of vocabulary skills, work procedures, social abilities and risk prevention. Several accessibility features were developed to make the tasks easy to do from a technological point-of-view. A pilot experiment was conducted to test the pedagogical efficacy of this tool on intellectually disabled workers and students.<\/jats:p><jats:p>Results: User scores in the gamified simulation follow a curve of increasing progression. When confronted with reality, they recognized the scenario and tried to reproduce what they had learned in the simulation. Finally, they were interested in the tool, they showed a strong feeling of immersion and engagement, and they reported having fun.<\/jats:p><jats:p>Conclusions: On the basis of this experiment we believe that 3D gamified simulations can be efficient tools to train social and professional skills of persons with intellectual disabilities contributing thus to foster their social inclusion through work.<\/jats:p>","DOI":"10.3414\/me16-02-0014","type":"journal-article","created":{"date-parts":[[2017,1,24]],"date-time":"2017-01-24T08:29:23Z","timestamp":1485246563000},"page":"162-170","source":"Crossref","is-referenced-by-count":17,"title":["Can 3D Gamified Simulations Be Valid Vocational Training Tools for Persons with Intellectual Disability?"],"prefix":"10.3414","volume":"56","author":[{"given":"Ariel","family":"von Barnekow","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"N\u00faria","family":"Bonet-Codina","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dani","family":"Tost","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"194","published-online":{"date-parts":[[2018,1,25]]},"reference":[{"key":"10.3414\/ME16-02-0014-1","first-page":"24","volume":"67","author":"Stenfert","year":"2000","journal-title":"The Skill Journal."},{"key":"10.3414\/ME16-02-0014-2","unstructured":"Parmenter T. Promoting training and employment opportunities for people with intellectual disabilities: international experience. Digital Commons @ILR; 2011"},{"issue":"2013","key":"10.3414\/ME16-02-0014-3","doi-asserted-by":"crossref","first-page":"157","DOI":"10.3233\/JVR-130658","volume":"39","author":"Siperstein","year":"2013","journal-title":"Journal of Vocational Rehabilitation."},{"key":"10.3414\/ME16-02-0014-4","unstructured":"Erickson W, von Schrader S .Disability Statistics from the 2010 American Community Survey (ACS). Ithaca, NY: Cornell University Employment and Disability Institute (EDI); 2012"},{"key":"10.3414\/ME16-02-0014-5","doi-asserted-by":"crossref","unstructured":"Wilmshurst L. Clinical and Educational Child Psychology an Ecological-Transactional Approach to Understanding Child Problems and Interventions. 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