Thesis
The Autcraft world : phenomenological exploration of the autistic gamer’s learning experience
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2026
- Thesis identifier
- T17667
- Person Identifier (Local)
- 202057289
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- This thesis is a phenomenological study that explores what it is like for autistic teenagers to learn to play Minecraft within the community-oriented structure of Autcraft—a semi-private server specifically designed for autistic players. Unlike solo gameplay, Autcraft offers a relational, moderated, and emotionally safe space in which players engage with one another, explore the game’s affordances, and co-construct their learning through play. The study narrates the lived experiences of four autistic teenagers and examines the personal, social, and cognitive dimensions of their learning journeys. While public understanding of autism has evolved, dominant narratives continue to frame autistic individuals primarily in terms of deficits or impairment. This research draws on the Medical Model, the Social Model of Disability, and the Neurodiversity Movement to examine how prevailing discourses shape assumptions about autistic people and influence both societal perceptions and educational responses. Hence, the study contributes to the knowledge of neurodiversity and inclusive education by foregrounding the perspectives, agency, and learning strategies of autistic adolescents in digital contexts. The conceptual framework is grounded in the philosophy of Bildung and theories of self-directed and self-regulated learning, allowing for an exploration of how autistic players identify what they need to learn, choose how and where to access knowledge and adapt their learning to navigate challenges in the game. The study further considers how autistic teenagers emotionally relate to the virtual space of Autcraft and how their neurodivergence shapes their engagement, participation, and self-expression within that environment. This qualitative study used an Interpretative Phenomenological Analysis (IPA) and was grounded in neuro-affirmative values, emphasising autonomy, human difference, self-expression, and agency throughout. Every aspect of the research was carried out online and shaped around the needs and preferences of the participants, helping to foster a sense of comfort, trust, and accessibility. Four participants from the UK, USA, Australia, and New Zealand were recruited directly through Autcraft. Data were collected using questionnaires, video-recorded play sessions, researcher observations, and the participants’ digital footprints within the server. The findings show that self-understanding, communication and spatial organisation might be shaped not only by autism but also by the presence of co-occurring ADHD, in turn, possibly influencing how the participants engaged in learning, coped with regulation and developed self-directed and self-regulated strategies. The research also highlights the neuro-affirmative pedagogical potential of phenomenological approaches in autism research. Finally, the study shed light on how the dialogic, co-constructed nature of the inquiry mirrored inclusive, learner-centred educational practice and offered a methodological model that may inform future research and practice in neurodivergent education.
- Advisor / supervisor
- Frimberger, Katja
- Robinson, Anna
- Resource Type
- DOI
Relations
Items
| Thumbnail | Title | Date Uploaded | Visibility | Actions |
|---|---|---|---|---|
|
|
PDF of thesis T17667 | 2026-04-21 | Public | Download |