The Effect of Personalized Learning Games on Engagement Time in Autistic Children: A Pilot Study

Children with autism spectrum disorder (ASD) often face significant barriers to engagement in traditional educational settings. This pilot study investigated the efficacy of a personalized learning (PL) digital game on increasing time-on-task for five autistic children (ages 5-8) in Belarus. The length of involvement with the PL game was compared to a baseline standard task over a three-week intervention period using a single-subject A-B study design. Three of the five individuals experienced a statistically significant increase in engagement time (p <.05) during the intervention period as determined by Wilcoxon signed-rank tests. Key mediators, identified through qualitative observation, included baseline motivation, cognitive ability, and reactivity to certain in-game rewards. Although the PL game was quite successful at increasing initial engagement, its effectiveness over the long run varied. These results highlight the vital relevance of unique design techniques to maintain the interest of students with ASD and suggest the use of personalized, adaptive games as a useful tool to promote engagement.