The purpose of this paper is to investigate how teenagers on the autism spectrum respond to their involvement in the creation of a collaborative game, meeting the curriculum requirements in programming at secondary level in England.
Two autistic teenagers were involved in participatory design processes to elaborate and develop together a collaborative game of their choice using the visual programming software, Kodu Game Lab.
With the support of adults (teachers and the researcher), the participants were able to demonstrate and strengthen their participation, problem-solving and programming skills. The participants expressed their preferences through their attitudes towards the tasks. They created a game where the players did not need to initiate any interaction between each other to complete a level. Furthermore, the students naturally decided to work separately and interacted more with the adults than with each other.
This is a small case study and so cannot be generalised. However, it can serve as starting point for further studies that involve students with autism in the development of interactive games.
It has been shown that disengaged students can develop various skills through their involvement in software programming.
Overall, this paper presents the involvement of teenagers on the autism spectrum in the initial design and development of a collaborative game with an approach that shaped, and was shaped by, the students’ interests. Although collaboration was emphasised in the intended learning outcomes for the game, as well as through the design process, this proved difficult to achieve in practice suggesting that students with autism may require stronger scaffolding to engage in collaborative learning.
