Effects of Game-Based Learning on Enhancing Abstract Thinking in Children with Autism Saudi Students

Abstract

ARTICLE INFO Received: Oct 22, 2024 Accepted: Dec 15, 2024 Keywords Game-Based Learning Abstract Thinking Autism Educational Interventions *Corresponding Author: mkhasawneh@kku.edu.sa ABSTRACT The present research focuses on the effectiveness of game-based learning in the improvement of abstract thinking ability children with autism in relation to conventional teaching methods. As the study was quantitative, the design of the three groups was a controlled intervention whereby assessments were taken before and after the intervention to assess the cognitive gains of the participants. More so, when students were involved in the game-based learning activities, their abstract thinking skills improved immensely as opposed to the non-intervention group that was taught through usual approaches. The paired t-tests and independent t-tests were conducted to compare the group means and indicated very significant differences between the two groups and on a larger scale, with the intervention group seemed to exhibit a greater gain. It also brought out the issue of maintenance of the gains that were noted together with the need to understand how children with RTIs learn to make appropriate educational recommendations. These results therefore serve to support the idea of the use of such strategies as form of education in the physical development of children with autism. The findings add to the existing literature on the use of games to teach children with autism and with LDs in educational intervention.