Does using a 2D avatar-based platform prevent the participation in synchronous classes of autistic students?

This study quantitatively examined whether students’ anxiety, perception of technology, and quality of teaching differed according to autistic diagnosis (with/without) and technology type (Zoom/Gather) in synchronous classes. We conducted 60-minute synchronous mock classes on research ethics education using Zoom and Gather. A total of 66 participants (12 in the diagnosis group and 54 in the comparison group) participated in the mock classes and answered a web-based questionnaire regarding their perceptions. A mixed-design Welch-James's statistic with Approximate was used to examine the characteristics of the perceptions of autistic students in synchronous classes. All participants rated the classes using Zoom and Gather almost equally but showed a greater interest in using Gather than Zoom. This result suggests that the educational use of the avatar-based platform does not prevent autistic students from learning. However, before the classes, anxiety was higher in the diagnosis group than in the comparison group in both the Zoom and Gather conditions. The findings imply that adjusting only technology types or visual information is insufficient to design accessible classes for autistic students. Further research should consider requirements other than manipulating technology types or settings to reduce negative perceptions of autistic students in synchronous classes.