“Autsome”: Fostering an Autistic Identity in an Online Minecraft Community for Youth with Autism

Abstract

Autism is a medical diagnosis that has attracted much attention in recent decades, particularly due to an increase in the numbers of children being diagnosed and the changing requirements for getting the diagnosis. In parallel online communities around autism-both those supporting individuals, families seeking treatment and those supporting embracing the autism identity-have grown. Previous literature has shown the positive impact support groups can have for those encountering hardship in their lives, such as depression. In this qualitative study of an online community for autistic children centered around a virtual world, I explore how the label "autism" can be not only a source of disenfranchisement, leading to harassment and violence-in both the virtual and physical world-but also a source of empowerment and identity. I illuminate the tension in claiming the autistic identity within this community-having a sense of identity in the community, but, in doing so, also "othering" those with autism further. The walls of the community work to keep community members safe, but also set them apart from others on the internet. I see that the Autcraft community goes beyond being a support group for victims of targeted violence, to one that redefines and helps community members embrace their own autistic identities.

Connected Play in Virtual Worlds: Communication and Control Mechanisms in Virtual Worlds for Children and Adolescents

“…Many recent research studies have indicated that Autcraft offers neurodiverse players a safe space to participate in positive and meaningful play that integrates social and sensory experiences [82][83][84][85][86][87]. Some specifically reported that the use of speech during the reciprocal conversation (e.g., request, command, initiation) to build friendship and share game experiences further extends positive learning and intervention outcomes [85][86][87].…”

“…In this virtual environment, players can manipulate particles with different shapes, sizes, and densities to visualize the abstract concept of "social distancing," which can be difficult and risky to teach in a real-world learning environment (e.g., public spaces such as school, museums, and libraries) during a global pandemic. This example demonstrated how an adult stakeholder leveraged the Autcraft platform, reappropriated the conventional play interaction of "building with particles," and offered direct supports to create embedded learning and inclusive play opportunities for neurodiverse players [82][83][84][85][86]91].…”

“…Additionally, because all platforms reviewed in this study were played by a range of age groups, these virtual environments allowed youth to interact with others of their own age but also learn from mixed-age groups. Many multiplayer games (e.g., Minecraft and Roblox) that value maker cultures offer rich opportunities for players to actively create objects and play environments [82][83][84]. The transition from passively playing games on the platform to actively making games is also part of development.…”

“…They also lack communities to stay connected with and opportunities to play with other neurodiverse peers outside traditional educational environments such as classrooms. When youth embrace play on virtual playgrounds, they also need to learn community rules and regulations which are not different from physical playgrounds [82,84]. As these neurodiverse children used online communities such as Autcraft to continue learning social communication, these youth also redefined their conceptualization of socialization through alternative virtual environments [84][85][86].…”

Upgrading the protection of children from manipulative and addictive strategies in online games

“…As seen in, e.g., the game Minecraft with assumptions made on different levels of completion [100%](Ringland 2019), or in choices of colors as potential signs of depression. 11 Player categorization according to Bartle's taxonomy: killer, achiever, socializer, explorer, see e.g.…”