Research Spotlight: Gamification in Education - How Gaming Can Be Used as a Tool to Drive Student Engagement and Increase Learning Outcomes for Children with Autism Spectrum Disorder (ASD)
- Lucie Wheeler
- 33 minutes ago
- 4 min read
Jessica Wythe (she/her) is a doctorate researcher specialising in Special Educational Needs and Disability (SEND) at the College of Education and Social Work, Birmingham City University. Passionate about inclusive education, her work focuses on creative, hands-on teaching methods to enhance learning engagement and improve academic outcomes for learners with SEND.
Did You Know?
➤ Children with autism often learn best when their personal interests are part of the lesson.
➤ Games like Minecraft and Roblox can actually help children and young people with autism engage more deeply in learning.
➤ Gamification, using elements of games in non-game settings, is being used more and more in UK classrooms.
➤ Emerging research shows that when learning is fun and interactive, children are more likely to retain information and stay focused.
What was the research looking at?
This research project looked at how using games in the classroom, especially with popular characters and platforms like Minecraft, could help children with autism (ASD) engage more with their learning. It focused on younger children (ages 5–7) in mainstream primary schools and explored whether gamified lessons helped them stay focused, motivated and better understand and remember what they were being taught.
How did you conduct your research?
➤ Interviews with primary school teachers about how they use games and elements of gaming in their lessons to improve learning engagement.
➤ Observations comparing traditional lessons with lessons that included gamified elements and the impact of these strategies for children with ASD.
What are your key findings?
➤ Gamification can significantly improve engagement and motivation for children with autism. When teachers used game-like elements, such as challenges, races, rewards, and favourite characters, children with ASD were more focused and eager to take part in learning activities.
➤ Linking learning to children’s personal interests (especially gaming) can make a big difference. Many children with autism have strong attachments to specific games or characters. When these were used in lessons, it helped build a bridge between the child’s world and the classroom, boosting their participation and understanding.
➤ Teachers reported that gamification made learning more hands-on, enjoyable, and inclusive. Using familiar gaming concepts like points, levels, and competition encouraged active involvement and gave children more chances to succeed in ways that felt fun and meaningful to them.
➤ However, some concerns were raised. Teachers worried that over-relying on games could lead to dependency on technology or make it harder to transition back to non-gamified tasks. Time constraints and the extra effort needed to plan these activities were also challenges they faced.
Any recommendations?
➤ Teachers should explore using popular games and characters in their lessons, especially ones that children already enjoy, like Minecraft or Roblox. Tapping into these special interests can help children with ASD feel more connected to their learning.
➤ Blend traditional and gamified approaches. While gamification is powerful, it works best when balanced with other types of teaching. Planning a variety of activities helps prevent over-reliance on tech while still engaging children’s interests.
➤ Provide training and support for teachers on how to use gamification effectively. Not all educators feel confident with game-based learning, so professional development is needed to show how gamification can be used across different subjects and abilities, without needing lots of tech or time.
➤ Encourage flexibility and creativity in the classroom. Teachers should be supported to adapt their teaching based on their pupils’ individual needs and passions, including making space for spontaneous or playful learning moments.
Your final word…
Gamification isn’t just about making learning fun - it’s about making it work for every child. With the right balance, games in the classroom can open doors for learners with autism and help them thrive and reach their full learning potential.
Have you ever seen a game or app really capture your child’s attention? How do you feel about games being used in schools as part of learning?
Jessica has published the following:
Wythe, J. (2024) Gamification in Education: How Gaming Can Be Used as a Tool to Drive Student Engagement and Increase Learning Outcomes for Children with Autism Spectrum Disorder (ASD). In: L. Dumin, ed. Pedagogy: Using Television Shows, Games, and Other Media in the Classroom. Wilmington: Vernon Press, pp. 39-52.
Recommended reading
Birbili, M. & Melpomeni, T. (2008) Identifying children's interests and planning learning experiences: Challenging some taken-for-granted views. In: Early Childhood Education: Issues and Developments. New York: Nova Science Publishers.
Brigham, T. J. (2015). An introduction to gamification: Adding game elements for engagement. Medical Reference Services Quarterly, 34(4), 471-480. https://doi.org/10.1080/02763869.2015.1082385
Courchesne, V., Langlois, V., Gregoire, P., St-Denis, A., Bouvet, L., Ostrolenk, A. & Mottron, L. (2020). Interests and strengths in autism, useful but misunderstood: A pragmatic case-study. Frontiers in Psychology, 11(569339), 1-13. https://doi.org/10.3389/fpsyg.2020.569339
Dunst, C. J., Trivette, C. M. & Masiello, T. (2010). Influence of the interests of children with autism on everyday learning opportunities. Psychological Reports, 107(1), 281-288. https://doi.org/10.2466/04.10.11.15.21.PR0.107.4.281-288
Rutkin, A. (2016). How Minecraft is helping children with autism make new friends. New Scientist. Available at: https://www.newscientist.com/article/mg23030713-100-how-is-helping-children-with-autism-make-new-friends.
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