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This study is a cooperation between the authors and a teacher who works with pupils affected by autism spectrum disorders (9-12 years old) in a primary Danish school. The aim was assess the benefits of game-based learning with respect to teachers' main challenges: facilitating the discussion of curricular subjects and enabling learning through conceptual thinking and social interaction. An existing digital and tangible installation called MicroCulture, originally created by the authors todoi:10.4018/ijgbl.2016040103 fatcat:r5sld5fiqneyjlk4atagsvgppe