Exploring The Effectiveness of Gamified Learning Approaches for Students with Autism Spectrum Disorder

Abstract

This study investigates the effectiveness of gamification in enhancing the learning experiences of students with autism spectrum disorder  (ASD). Students with ASD often face challenges with traditional teaching methods, particularly in maintaining focus, engagement, behaviour, and participation in classroom activities. To address these challenges, this research explores how gamified learning approaches can create a more engaging and supportive environment tailored to their unique learning needs through the teachers' perspectives. Guided by Self-Determination Theory (SDT), which emphasizes autonomy, competence, and relatedness, and supported by Constructivist Learning Theory, which highlights active participation in knowledge construction, the study adopts a qualitative research design. Semi-structured interviews were conducted with special education teachers to gain insights into their perceptions and experiences in applying gamification in classroom settings. Thematic analysis of the data revealed two primary themes: motivation and engagement. Findings indicate that gamification enhances both intrinsic and extrinsic motivation among ASD students through the use of rewards, badges, instant feedback, and opportunities for autonomy in learning tasks. Additionally, gamified elements such as visual, audio cues, and personalized learning experiences significantly foster engagement, helping students maintain focus, minimize distractions, collaborate with peers, and develop communication skills. This study's findings demonstrate that gamification serves as more than a supplementary educational tool and represents a transformative pedagogical approach that supports the holistic development of students with ASD. By integrating gamified strategies into special education, teachers can effectively align instructional methods with the social, emotional, and cognitive needs of ASD learners, ultimately enhancing both academic performance and behavioural growth.