Gamification Applications For Autism

It was intended to improve the learning outcomes of autistic adults aged 35–50 through digital gamification. Specific objectives: (1) increase trainers’ knowledge of the different forms of autism;...

It was intended to improve the learning outcomes of autistic adults aged 35–50 through digital gamification. Specific objectives: (1) increase trainers’ knowledge of the different forms of autism; (2) strengthen trainers’ competences in using gamification-based tools and methods in pathways for autistic adults. The objectives were translated into measurable outcomes: a ≥70% increase in disciplinary knowledge after the first training and a ≥60% increase in methodological competences after the second; production of 16 video tutorials (8 on forms of autism, 8 on gamified methodologies) with indications for real-world application. Verification was carried out through structured pre/post tests, subsequent surveys, and usage analytics to correlate trainers’ learning with improvements in adult-learning delivery. The formulation remained aligned with Erasmus+ priorities (inclusion, educators’ professional development, digital transformation), privileging accessible, scalable approaches with intersectoral transferability to support post-project sustainability.

Activities were implemented as planned: a kick-off meeting to set governance, roles, schedule, quality plan, and risk management; training on forms of autism, characteristics, and operational approaches; a mid-term monitoring meeting to review indicators, deliverables, and corrective actions; training on gamification and its application in learning pathways; and a closing meeting for final evaluation, capitalisation, and dissemination. Coordination was ensured via Google Meet; materials were stored and shared on Google Drive; communications used the project’s official email. For each stage, an agenda, minutes, and checklists were prepared, with publication of teaching materials to support adoption in courses.

By the end of the first training, an average ≥70% increase in trainers’ knowledge of the various forms of autism was recorded through pre/post testing. Eight video tutorials were produced on forms and degrees of autism for adult learning and shared among partners. Following the second training, a ≥60% increase was observed in competences for using gamification tools and methods; a further eight video tutorials on innovative methodologies were created. These results improved the effectiveness of training pathways and reinforced alignment with inclusion and digital-transformation priorities.