The application of minecraft in education for children with autism in special schools

Wen-wen MU, Kuen Fung SIN

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of International Conference on Computational Thinking Education 2018
EditorsSiu-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 PublicationHong Kong
PublisherThe Education University of Hong Kong
Pages107-111
ISBN (Print)9789887703457
Publication statusPublished - 2018

Fingerprint

autism
school
education
student
communication skills
speaking
Hong Kong
classroom
Teaching
teacher
interview

Citation

Mu, 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.

Keywords

  • Minecraft
  • Autism
  • Special school