Multiplayer Video Games: Multimodal Features That Assist Friendships Of Scholars With Autism Spectrum Disorder

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 recreation, Minecraft. Multimodal evaluation of the data demonstrated that online multiplayer gaming supported students’ use of speech to have interaction in conversations about their friendships, and to share gaming experiences with their offline and on-line pals. Online gaming enabled students to visually gather information about their friends’ online status and actions, and to have interaction within the artistic and adventurous use of virtual photographs and materials representations with buddies. Regardless of the advantages for friendships, college students with ASD experienced difficulties in friendships in multimodal methods. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of demise and damage using written text, and tended to dominate shared creations of virtual photos and their illustration.  Minecraftservers.live  have implications to raised assist the friendships of students by inclusive literacy practices on-line.