Videogames might hold the key to unlocking autistic students’ potential, local research suggests.
The innovative research was carried out by University lecturer Philip Bonanno, who recorded the surprising effects of videogames on students diagnosed with Asperger Syndrome (AS).
“The interactive gaming environment allowed AS students to tap into social and cognitive skills previously believed to be unattainable. It was quite remarkable” he said.
A severe autism spectrum disorder, AS is characterised by restricted behavioural patterns and poor social skills.
The four-month study focused on the interactive gaming console Nintendo Wii, which co-researcher Marouska Bugeja believes, better engaged the students.
“The console absorbed the players more than other consoles would have. Games were analysed minute-by-minute and we quantified the students’ emotions and interactions. The results were quite interesting,” Ms Bugeja said.
The students, aged between 12 and 14, had all exhibited restricted and repetitive behaviour outside the gaming environment. However, Prof. Bonanno said that once the students were plugged into the “interactive Wii world”, their skills matched those of their non-autistic counterparts.
Swapping timed tests for a game-based test could remove barriers and create an even playing field
The study compared three 13-year-old AS students to three non-autistic students, recording their experiences and comparing their performance.
Prof. Bonanno said that the AS students had all exhibited restricted and repetitive behaviour outside the gaming environment. However, once the students were plugged in to the “interactive Wii world”, their skills matched those of their non-autistic counterparts.
“In the gaming environment everything changed – the AS students were on a par with the other students. This could dramatically change the way we look at autism in education,” he said.
The positive effects of the gaming experience were not limited to those playing the games. The research found that AS students who watched others play were also positively affected by the experience.
“The executors (those playing) were affected very well. However, the supporters (those watching) also exhibited improved social and cognitive skills as they were immersed in the gaming environment,” he said.
The study highlighted different gaming scenarios that enhanced AS students’ learning abilities.
Among the positive features, Prof. Bonanno pointed to the console’s multiplayer options.
“The barriers to communication were temporarily suspended in multiplayer settings. In fact the students showed exceptionally coordinated team communication and task management skills,” he said.
Time restriction, however, had a negative effect on the youngsters’ performance, he said.
“This was quite detrimental as it boosted the anxiety linked to AS. It had a strong influence on their performance,” he explained, adding that the findings had led the team to suggest the substitution of time-based tests with game based examinations.
“Timed tests at school generate high levels of anxiety in AS students, especially if the student exhibits time fixation. Swapping timed tests for a game-based test could remove barriers and create an even playing field,” he said.
Other research being carried out by the University of Malta also suggested that the skills acquired through the gaming environment may be transferable to the outside world.
“A student studied the gaming skills acquired by sixth form students. These skills were transposed to the work and lecture environment. This could change their lives for the better. It is a very exciting time,” he said.