Effectiveness of Using Video Game Therapy (V-GT) Design to Improve Learning Concentration of Autistic Students
| Authors | : | |
| DOI | : | https://doi.org/10.64600/vo2-no1-8-14 |
| Issue | : |
Vol. 2 No. 1 (2025)
Section: Articles |
| Published | : | Jun 8, 2025 |
| Pages | : | 8-14 |
| Keywords | : | Autistic Students, Concentration, Learning , Video Game Therapy (V-GT) |
Abstract
Background: Problems in the brain system result in autistic students exhibiting attention deficits when studying content outside of their special interest areas, which causes significant problems with their learning concentration. As a result of this concentration problem, it is difficult for autistic students to grasp the learning material provided by the teacher in class. The aim is to develop Video Game Therapy (V-GT) to address the issue of concentration in teaching autistic students.
Method: This research is a Research and Development (R&D) type of study aimed at developing a product and testing the results of its development. The study population was autistic children aged 6-10 years who had low concentrations, and only had 5 children with autism. Samples were taken by proportional random sampling for autistic children in Surakarta with the Slovin formula, a significance of 0.10
Result: The results showed that, based on the due diligence, Video Games Therapy (V-GT) was categorized as very good. This means that it can be used for concentration therapy for autistic students. Testing the effectiveness of V-GT with the pre-post test shows that it can increase the learning concentration of autistic students.
Conclusion: Development of Kinect-based Video Game Therapy (V-GT) to accommodate the convenience of autistic games, and the duration of the game is set so that autistic students can maximize their learning concentration.
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