Antonios Karavasilis

Inclusive elementary physics education for autistic learners (ASD Level 1) requires structured, predictable, and multimodal environments that support conceptual understanding and collaborative inquiry. This study evaluates a hyper-interactive framework that combines interactive video, hands-on experimentation, and peer collaboration. Thirty-six fifth- and sixth-grade students (24 with ASD Level 1 and 12 typically developing) participated in two units, Electricity and Mechanics. Across the two phases, autistic learners experienced both ASD–ASD and ASD–TD pairing conditions, whereas TD participants remained in ASD–TD pairs. In Electricity, pairing was based on students’ verbal and intellectual levels; in Mechanics, these criteria were retained and domain-specific Mechanics performance was additionally considered. Data were collected through field observations, semi-structured interviews, application interaction records, and the System Usability Scale. Collaborative outcomes varied across pair compositions and domain-specific Mechanics performance-level configurations, alongside differentiated qualitative patterns of mutual support, complementary roles, and shared participation. The application received positive usability ratings, while participants demonstrated relatively high Mechanics-related conceptual performance at the two-month follow-up. The findings highlight the significance of integrating digital interactivity, hands-on inquiry, and peer collaboration for conceptual engagement and meaningful collaborative participation in the Natural Sciences.