A Pilot Evaluation of a Sensory-Adapted Serious Game to Support Engagement and Task Completion in Children with Autism Spectrum Disorder

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Abstract
Children with autism spectrum disorder (ASD) often experience difficulties in maintaining engagement and completing structured tasks, particularly when instructional complexity and sensory load are not appropriately adapted. Digital interventions, including serious games, offer potential support; however, limited research has examined how specific design features influence usability and task completion in real-world contexts. This pilot study evaluates a sensory-adapted serious game designed to support engagement, comprehension, and task completion in children with ASD aged 5 to 12 years. Thirty-three participants from five educational settings interacted with six game levels that varied in instructional clarity and sensory complexity. Performance was assessed using structured observational measures alongside qualitative feedback from educators. Findings revealed a non-linear pattern of performance, with a marked decline at one level characterized by increased sensory and instructional demands. Higher performance was consistently associated with greater independence in task completion. Qualitative analysis highlighted the importance of clear instructions, reduced visual complexity, and predictable feedback in supporting engagement. These findings provide preliminary evidence that small increases in task complexity may disproportionately affect performance in children with ASD. The study offers practical recommendations for clinicians and educators using digital tools to support engagement and autonomy in structured learning and therapeutic activities.

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