Abstract
Background: Using games as a medium to master certain learning outcomes enables students to explore and understand the world around, which is important for students with intellectual disabilities. The purpose of this study was to gain insight into the potential effects of online games on social interaction of adolescents with intellectual disability, and how parents view these effects. Method: This study employed a quantitative approach using a quasi-experimental, pre-test and post-test and follow up design. Descriptive approach is also employed to investigate how parents view effects of online games on social interaction of adolescents with intellectual disability. To test the third hypothesis, qualitative method through interview was employed. 40 adolescents with mild ID aged between 15 and 18 years and who were enrolled in the ID Inclusion program, as well as their parent/guardian were recruited. Results: On the basis of the statistical analysis, It was observed a significant effect on adolescents with ID's social interaction capability. Looking at between-group differences, the groups were statistically significantly different in their levels of social interaction at the end of the intervention, with participants in the experimental group exhibiting significantly higher levels of social interaction in comparison to the controls. Conclusion: This study provides a potential support to the effectiveness of online games on social interaction of adolescents with intellectual disability. The main conclusion arising from these findings is the need to broaden the study of online games and their possible benefits to other variables than social interaction, such as cognitive variables and diverse populations, especially those with ID and autism.