Virtual collaborative gaming as social skills training for high‐functioning autistic children

Abstract Using OpenSimulator, we constructed a 3D virtual playground that affords competition‐themed social gaming, role‐play gaming and design‐themed architectural gaming among high‐functioning autistic (HFA) children. A mixed‐method, multi‐case study was conducted to examine the association between the game task and setting features, learners' participation patterns, and their game‐based social interaction performance. Eight 10–14‐year‐old HFA children participated in the study. Data were collected via screen recording and observation of participants' gaming actions and reactions. We conducted a behavioral analysis with the recorded social interaction performance of participants in the virtual gaming sessions. The study found that virtual reality‐based gameplay promoted the social interaction performance of HFA children. The study findings also suggested that gameplay should be adapted based on the competencies and in‐situ reactions of learners.