Multiplayer games : multimodal features that support friendships of students with Autism Spectrum Disorder

Journal article

Stone, Bessie G., Mills, Kathy A. and Saggers, Beth. (2019). Multiplayer games : multimodal features that support friendships of students with Autism Spectrum Disorder. Australasian Journal of Special and Inclusive Education. 43(2), pp. 69-82. https://doi.org/10.1017/jsi.2019.6
AuthorsStone, Bessie G., Mills, Kathy A. and Saggers, Beth
Abstract

There is an absence of research into online friendships and video gaming activities of students with autism spectrum disorder (ASD). In this article we describe how friendships of students with ASD were developed in an online multiplayer context using the popular sandbox game, Minecraft. Multimodal analysis of the data demonstrated that online multiplayer gaming supported students’ use of speech to engage in conversations about their friendships, and to share gaming experiences with their offline and online friends. Online gaming enabled students to visually gather information about their friends’ online status and activities, and to engage in the creative and adventurous use of virtual images and material representations with friends. Despite the benefits for friendships, students with ASD experienced difficulties in friendships in multimodal ways. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of death and damage using written text, and tended to dominate shared creations of virtual images and their representation. The findings have implications to better support the friendships of students through inclusive literacy practices online.

Keywordsautism spectrum disorder; friendships; difficulties with social interaction and social communication; literacies; multiplayer games; multimodality
Year01 Jan 2019
JournalAustralasian Journal of Special and Inclusive Education
Journal citation43 (2), pp. 69-82
PublisherCambridge University Press
ISSN2515-0731
Digital Object Identifier (DOI)https://doi.org/10.1017/jsi.2019.6
Web address (URL)https://www.cambridge.org/core/journals/australasian-journal-of-special-and-inclusive-education/article/multiplayer-games-multimodal-features-that-support-friendships-of-students-with-autism-spectrum-disorder/3EA4C3EB73AA193734EB5E364158AAAE
Open accessPublished as non-open access
Research or scholarlyResearch
Page range69-82
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All rights reserved
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Output statusPublished
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Online01 Aug 2019
Publication process dates
Accepted11 Mar 2019
Deposited19 Feb 2025
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© The Author(s) 2019

Place of publicationUnited Kingdom
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Mills, Kathy A.. (2009). Multiliteracies : Interrogating competing discourses. Language and Education. 23(2), pp. 103-116. https://doi.org/10.1080/09500780802152762
Transformed practice in a pedagogy of multiliteracies
Mills, Kathy A.. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109-128. https://doi.org/10.1080/15544800801929419
Access to multiliteracies : A critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies : A critical ethnography. Ethnography and Education. 2(3), pp. 305-325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom
Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.