Work-in-Progress—Improving Computational Thinking for Learners with Autism in the Virtual World: A Longitudinal Study

Abstract

Improving computational thinking (CT) skills for learners with Autism Spectrum Disorder (ASD) can positively affect their ability to solve problems, their independence, and success in life. This work-in-progress study sought to examine the effectiveness of virtual world (VW)-based, learning-by-design activities on CT learning for learners with ASD. Two adolescents participated in CT learning sessions over a period of 10 to 15 months. Data were collected from video recordings, recording transcripts, computer logs, and code files. Employing a mixed-methods research design, the quantitative components used a single-case experimental design to gauge the
effectiveness of the proposed intervention. A qualitative thematic analysis was then performed to understand learners’ interaction with, and experience in the learning activities. Preliminary findings suggested that the VW-based CT learning module can enhance autistic learners’ CT skills.