Exploring the influence of interactive digital games on adolescents with Asperger Syndrome (AS)

Abstract

This research explores the level and influence of interactive digital games on adolescents with Asperger Syndrome (AS). By employing both qualitative and quantitative methods to analyse the gathered data, the results produced were more accurate and in-depth. The research involved six male adolescents between the age of 10 and 13. Three of the participants were diagnosed with AS whilst the other three acted as controls. A one-hour long session was designed comprising four different tasks: one instructional task and three Nintendo Wii game based tasks. Each session was repeated for eight different group combinations made up of three participants. These sessions were video recorded and analysed to identify any influence of the task's type on the individual and group collaborative interaction using both quantitative and qualitative methods. It resulted that certain games produce a positive or negative socio-emotional behaviour, due to the competency level required, thus enhancing or reducing chances of constructive interactions. A very significant result of this study showed that the Asperger condition was the least influential on the interactions of adolescents with AS, with the role (executor or collaborator) and task, having the most influential value. Thus such results provide an opportunity to the educators, therapists and parents, to provide constructive environments in which adolescents with AS may interact better albeit their impaired social skills.