This paper aims at identifying the use, benefits and challenges of integrating Minecraft in teaching students with autism. Classroom observations, students-created manifests and interviews were conducted in two Chinese-speaking special schools in Hong Kong. It is concluded that Minecraft does have positive impact on how children with ASD learn. Students were more engaged in class, showed improved collaboration and communications skills, developed deeper relationship with their classmates and the teachers, and were more motivated to learn. Some potential challenges and concerns are discussed. Copyright © 2018 The Hong Kong Jockey Club.
|Title of host publication||Proceedings of International Conference on Computational Thinking Education 2018|
|Editors||Siu-cheung KONG, Diana ANDONE, Gautam BISWAS, Tom CRICK, Heinz Ulrich HOPPE, Ting-chia HSU, Ronghuai HUANG, Robert Kwok-yiu LI, Chee-kit LOOI, Marcelo MILRAD, Josh SHELDON, Ju-ling SHIH, Kuen-fung SIN, Mike TISSENBAUM, Jan VAHRENHOLD|
|Place of Publication||Hong Kong|
|Publisher||The Education University of Hong Kong|
|Publication status||Published - 2018|
CitationMu, W.-W., & Sin, K.-F. (2018). The application of minecraft in education for children with autism in special schools. In S.-C. Kong, D. Andone, G. Biswas, T. Crick, H. U. Hoppe, T.-C. Hsu, . . . J. Vahrenhold (Eds.), Proceedings of International Conference on Computational Thinking Education 2018 (pp. 107-111). Hong Kong: The Education University of Hong Kong.
- Special school