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Playtime: Educational Entertainment for Children with ASD Via

Cross-Platform Game with Merge Sort Algorithm and Performance

Analysis for PBLC

Crispatrick Suarez, Justine Carl Saracanlao, Kristian Sandaga, Czarlayne Rivera, Michael

Kagakit

(SY 2025-2026) Arellano University, Pasig Campus

DOI: https://doi.org/10.51584/IJRIAS.2025.1010000063

Received: 18 October 2025; Accepted: 24 October 2025; Published: 06 November 2025

ABSTRACT

In this project, the researcher describes PlayTime, a cross-platform education entertainment program that was

created to serve children aged between 4 and 6 years of age with Autism Spectrum Disorder (ASD). The system

incorporates interactive mini-games that are aimed at developing cognitive skills including attention, memory,

and solving problems and encouraging social interaction and involvement through play. PlayTime was created

according to the ISO/IEC 25010 software quality model with the help of the Spiral Model of the System

Development Life Cycle (SDLC) in order to provide the iterative improvement and stability of the system.

The research design used was quantitative, and the authors collected information from a total of 50 respondents,

consisting of 8 gamers (16%), 12 educators (24%), 5 teachers (10%), 5 therapists (10%), and 20 technical experts

(40%). The gamer respondents evaluated the application using the PASS Theory of Intelligence, while the

technical experts assessed it based on software quality standards. Educators, teachers, and therapists also

provided valuable insights into the educational and therapeutic effectiveness of the game. Findings revealed that

PlayTime performed well across all respondent groups. Gamers cited the application as effective in maintaining

attention and enhancing focus, while educators and therapists noted its potential as a supportive learning and

intervention tool. Meanwhile, technical experts reported that the game is highly usable, performs efficiently, and

demonstrates strong reliability. These results collectively affirm the overall quality and educational value of the

PlayTime application.

INTRODUCTION

Learning can be challenging for many children, especially for those who need help developing focus, memory,

and social interaction skills. Traditional teaching strategies often do not meet the needs of diverse learners,

particularly children with developmental conditions such as Autism Spectrum Disorder (ASD). Research shows

that interactive and play-based learning increases engagement and understanding. Plass, Homer, and Kinzer

(2015) explained that game-based learning promotes cognitive growth through immersive and emotionally

engaging activities, while Vygotsky’s (1978) Social Development Theory stresses the importance of interaction

and active participation in the learning process. These ideas highlight the growing need to merge technology and

play to make learning more inclusive and effective.

Foreign and local studies support this approach. Gray (2018) and Bediou et al. (2018) found that video games

can improve perception, attention, and problem-solving, while Gallud et al. (2023) revealed that serious games

enhance both cognitive and social skills, particularly for children with autism. Locally, Carandang (2021) and

Rosales et al. (2023) confirmed that play-based instruction encourages motivation, communication, and

emotional engagement in Filipino learners, especially those with special needs. Mendoza and Santos (2019) also

observed that educational games foster teamwork, focus, and confidence. Collectively, these studies affirm that

game-based learning helps strengthen both academic and personal development.

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PlayTime is an educational entertainment platform designed to integrate learning with play. It aims to transform

traditional instruction into an adaptive and interactive experience that helps children with ASD improve their

cognitive and social skills. The system features mini-games focused on memory, logic, and problem-solving,

complemented by a reward system to encourage engagement and motivation.

A key feature of PlayTime is its adaptive learning process, powered by the Merge Sort Algorithm, which adjusts

game difficulty based on a learner’s performance. By analyzing accuracy, task completion, and response time,

the system customizes activities that match each child’s ability level. This adaptive design promotes steady

progress, boosts confidence, and ensures that learning remains both enjoyable and developmentally appropriate.

Guided by the ISO/IEC 25010 software quality model, this study aims to design and develop a user-friendly,

efficient, and reliable platform that promotes engagement, cognitive development, and collaboration. Overall,

PlayTime seeks to provide an innovative, inclusive, and entertaining learning experience for children with ASD

while supporting educators and caregivers in tracking learner growth and development.

Scope

The study focuses on the design, development, and evaluation of PlayTime, an educational entertainment

platform created for children with Autism Spectrum Disorder (ASD) aged 3 to 6. Specifically, the study covers

the following scope:

 Development Focus: The project involves creating an interactive, adaptive, and cross-platform game-based

learning system that enhances children’s cognitive, memory, and problem-solving skills through

educational mini-games

 Adaptive Algorithm: The system utilizes the Merge Sort Algorithm to automatically adjust the difficulty

level of activities based on a child’s performance, ensuring a personalized and engaging learning

experience.

 Platform and Tools: The game is developed using tools such as Godot Game Engine, Visual Studio Code,

Adobe Illustrator, Procreate, Figma, Audacity, and GitHub, following the Game Development Life Cycle

(GDLC) model to ensure systematic and iterative development.

 Evaluation Framework: The platform is assessed using the PASS Theory of Intelligence to evaluate

cognitive performance and the ISO/IEC 25010 standard to evaluate functionality, usability, and reliability.

 Stakeholders: The study involves children with ASD, teachers, caregivers, and technical experts who

provide feedback on usability, accessibility, and learning outcomes.

 Objective of the System: PlayTime serves as both a learning tool and an assessment platform by offering

feedback, performance tracking, and progress monitoring that assist educators and parents in understanding

a child’s developmental progress.

LIMITATION

The paper is narrow and confined to developmental and evaluation of the PlayTime system but lacks longitudinal

or medical analysis of behavioral improvements in children with ASD. The respondents are also limited to 50

respondents (30 gamer respondents (children with ASD observed under the guidance of adults) and 20 technical

experts who tested the functionality of the system and the quality of the software).

The age group of the participants is limited to 4-6 years of the age, as the games are tailored to the cognitive

abilities at early childhood. The application deals with the fundamental educational principles like recognizing

colors, matching, logical and memory tasks. The external conditions such as home environment, difference in

attention span, and familiarity with the device are not included in the study.

Also, the evaluation of the platform is restricted to the prototype of PlayTime. Although the system was cross-

platform tested, the differences in the performance of these devices or even the internet connection can affect

user experience. The prospective enhancements (e.g. multiplayer networking, more sophisticated AI-based

adaption, a wider content coverage) were pointed out but not realized in the course of the present research.

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THEORETICAL FRAMEWORK

The theoretical framework of PlayTime is based on Cognitive Learning Theory and Behaviorism. Cognitive

Learning Theory emphasizes the enhancement of mental skills such as attention, memory, and problem-solving

through interactive gameplay and logical sequencing using the Merge Sort Algorithm. Behaviorism supports the

system’s use of feedback and rewards to reinforce positive behaviors and learning progress. Combined, these

theories guide PlayTime in providing a structured, engaging, and data-driven learning experience that promotes

both cognitive and behavioral development in children with ASD.

Figure 1: Theoretical Framework

Conceptual Framework

Figure 2: Conceptual Framework

Input

It starts with the Input, during which players children with special needs play with the platform with the help of

various devices. A laptop or a computer is used, whereby the player interacts with different games by using a

mouse and a keyboard as the input. Per Android phones or tablets, they are played with touch controllers,

providing easy access to gameplay features which are easy to use and reach.

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Process

During the Process stage, the players will be browsing and playing games that are educational and aimed at the

improvement of the main areas of development. The activities such as matching types (e.g., shapes or letters)

and color hunting are part of such games, arranged in a way that facilitates repetition, recognition, and problem-

solving. The games are considered to be visually stimulating, age appropriate and fun, and this provides the

learner with a low-pressure atmosphere that allows them to engage in continuous learning through play. Since

the players interact with the games, they train vital skills such as recalling information, reasoning, and socializing

where cooperation aspects are used.

Output

Output stage is the indication of the developmental benefits that have been realized during the gameplay. These

involve increase in the learning skills, better recollection, and the cognitive capabilities. With constant

involvement of students, teachers and parents can see clear improvement in the child responses to activities,

process of information and social relations. These observational outputs are the sign of the effectiveness of the

platform in dealing with special needs education.

Significance of the Study

The creation of PlayTime, as a learning platform that follows a game format, is important to a number of key

stakeholders in the learning and care of special needs children:

 Administrators and Teachers: PlayTime gives educators the new tool that improves traditional teaching

methods. Its game-based strategy is more interactive, and the students, who might not learn well with

traditional approaches, will be more engaged, and the teachers will be able to target the different learning

needs of the students. It can be smoothly incorporated into the classroom routine, individual learning plans,

or even therapy, which allows tracking the progress of students better and modifying teaching strategies

according to the results observed.

 Students and Professionals: In the case of students with special needs, PlayTime provides a learning

experience that is fun, less stressful, and helps them to acquire the necessary skills, namely memory,

thinking, and interaction. Its gameplay has been created to enhance learning by playing, enhancing learning

results and emotional results. To those working in the field, i. e. the therapists and special education

coordinators, it provides a malleable platform that enhances the involvement of specific development of

skills with some pertinent learning objectives.

 Future Researchers: The research offers a basis on future developments in special education and

educational technology. This framework can be further developed by the researchers to test other patterns

of algorithms, construct more inclusive learning games, or assess the long-term effects of gamified learning

on neurodevelopmental progress. It also has the potential to trigger additional research in adaptive learning

systems and AI-based special needs education personalization.

REVIEW OF RELATED LITERATURE

Foreign researchers have found that video games can significantly enhance cognitive abilities such as attention,

perception, and problem-solving. Studies by Gray (2018) and Bediou et al. (2018) highlight that well-designed

games can serve as effective learning tools that stimulate mental activity and support educational development.

Gallud et al. (2023) found that game-based and technology-assisted learning significantly enhance cognitive and

social development in children with special needs, particularly those with autism. Likewise, Gee (2003) and

Prensky (2001) emphasized that incorporating play into learning increases motivation, engagement, and

problem-solving through experiential and exploratory activities.

In the Philippines, studies by Carandang (2021) and Rosales et al. (2023) demonstrated that play-based

instruction enhances motivation, cooperation, and cognitive development, especially for children with special

needs. Similarly, Mendoza and Santos (2019) confirmed that educational games improve focus, teamwork, and

self-confidence, highlighting the effectiveness of interactive learning in fostering holistic growth among young

learners.

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The PLAYTIME system stands out from other related systems because it integrates educational entertainment

with cognitive skill development through the Merge Sort algorithm, enhancing logical sequencing and critical

thinking among children with ASD. Unlike others that focus only on single learning modes or therapy-based

routines, PLAYTIME also includes performance-based learning analysis (PBLC) for real-time assessment of

user progress. Furthermore, its cross-platform design ensures accessibility and consistency of learning

experiences across different devices, making it more versatile and inclusive than the other systems.

Synthesis

The synthesis of the above information highlights how various educational and therapeutic systems aim to

support children with Autism Spectrum Disorder (ASD) through interactive and game-based learning. Each

related system—such as Autism Learning Games, ABA Therapy App, LearnWithFun, SmartPlay ASD Trainer,

and EduSort Game—offers unique functionalities that enhance cognitive, behavioral, or emotional development

in children. However, **Playtime: Educational Entertainment for Children with ASD via Cross-Platform Game

with Merge Sort Algorithm and Performance Analysis for PBLC** stands out for integrating both educational

entertainment and data-driven performance analysis. Unlike others, it utilizes the **Merge Sort Algorithm** to

enhance logical sequencing while assessing learning outcomes across platforms. Furthermore, the inclusion of

**Performance-Based Learning Analysis (PBLC) allows for measurable tracking of progress, which is not

emphasized in other systems. Overall, Playtime provides a balanced combination of engagement, cognitive

improvement, and analytical assessment—making it a more comprehensive and effective learning solution for

children with ASD.

METHODOLOGY OF THE STUDY

The study PLAYTIME: Educational Entertainment for Children with ASD via Cross-Platform Game with Merge

Sort Algorithm and Performance Analysis for PBLC is classified as an Applied Developmental Research. It

focuses on designing and developing an interactive educational game that enhances cognitive and behavioral

learning for children with ASD using algorithmic logic and performance evaluation. The research applies both

software engineering and educational psychology principles to create a functional, adaptive, and evidence-based

digital learning tool.

Before system creation, data were gathered through surveys and interviews with gamers, educators, teachers,

therapists and technical experts to identify behavioral patterns, user interface preferences, and personalization

needs of children with ASD. After system implementation, evaluation followed the ISO 25010 software quality

model focusing on behavior, user interface, personalization, accuracy, effectiveness, and robustness to assess

system quality and user satisfaction. Respondents rated each criterion using a 5-point Likert Scale (1–Strongly

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Disagree to 5–Strongly Agree) for verbal interpretation and analysis. This approach ensured that the system was

both technically reliable and behaviorally effective in promoting engagement and learning among children with

ASD.

The study utilized the System Development Life Cycle (SDLC) as the main process for system creation. The

SDLC provided a structured series of phases—planning, designing, developing, testing, and deployment—that

guided the efficient production of the PlayTime application. This model ensured that each stage of the project

was systematically executed, from the initial concept and design to the final testing and implementation. It also

allowed the researchers to continuously refine the system, ensuring that it met the intended objectives and

maintained high standards of functionality and reliability.

Figure 3: Spiral Model

For the development of PlayTime, we are following the Spiral Model, a flexible and iterative approach that

combines elements of design, prototyping, and evaluation.

This model allows us to develop the system in gradual phases, starting with planning and requirement gathering,

followed by prototype creation, user feedback, and continuous improvement. With each loop or “spiral,” we

build a more complete version of the system, reducing risks and making space for new ideas as the project

evolves.

The Spiral Model supports continuous testing and user input, which is essential for educational platforms. Since

PlayTime is intended to grow and adapt based on user feedback especially in how games are selected and how

progress is measured this methodology ensures we can refine and improve the system over time without starting

from scratch.

Figure 4: Game Flow Diagram

A game flow diagram is a visual representation that outlines the sequence and structure of a game’s processes.

It uses boxes or shapes connected by arrows to indicate the logical flow and progression of gameplay, helping

to illustrate how players navigate through different stages or actions within the game.

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Respondents of the Study

The study involved two groups of respondents: (a) gamers, educators, parents, and therapists and (b) technical

experts. The first group is made up of child learners with ASD aged 4 to 6 years old, who are the intended users

of the PlayTime platform. These children are observed while interacting with the educational games to assess

usability, engagement, and learning impact. Their responses are gathered indirectly through observation

checklists and input from parents, guardians, or SPED educators, who monitored their behavior, attention, and

enjoyment during gameplay. This group is essential in determining how appropriate and effective the platform

is for children with Autism Spectrum Disorder in a real learning setting. They are guided by an adult when using

the PASS evaluation form. The gamers, educators, parents, and therapists group is composed of 30 respondents.

The second group is composed of technical experts who helped evaluate the platform from a system quality

perspective. This group is composed of 20 technical experts with backgrounds in software development,

educational technology applications, and game design. They are selected based on their knowledge of system

performance, usability standards, and programming. Their evaluation focused on aspects such as functionality,

performance efficiency, interface design, and adherence to the ISO/IEC 25010 software quality model. Their

insights helped improve the system’s technical reliability and overall user experience.

A total of 50 respondents participated in the evaluation of the game platform. Their evaluations allowed the

researchers to assess both the learning experiences and the software’s technical quality.

Development and Evaluation Procedure

The development of PlayTime utilized various tools and technologies to ensure efficient programming, design,

and collaboration throughout the creation process. The tools used are as follows:

 Visual Studio Code – A source code text editor used for writing, testing, and debugging the program

scripts.

 Godot Game Engine – A free and open-source engine utilized to develop the cross-platform 2D game

environment.

 Adobe Illustrator – Used to design scalable vector graphics such as logos, icons, and interface

illustrations.

 Audacity – An open-source audio editor applied for recording, editing, and producing sound effects

(SFX) and background music.

 GDScript – A high-level scripting language designed for creating the game’s logic and interactive

functions within the Godot engine.

 GitHub – A web-based platform for collaborative development, project management, and version

control.

 JSON (JavaScript Object Notation) – A lightweight data format used for structured data exchange and

implementing the game’s save-and-load mechanism.

 Git – A version control system used to track code changes, support collaboration, and manage multiple

versions of the game project.

 Procreate – A digital illustration tool used for sketching, painting, and designing detailed game characters

and background art.

 Figma – A collaborative interface design tool utilized for wireframing, planning, and developing user

interface (UI) layouts.

 Pinterest – Used as a visual inspiration board for gathering design references, color palettes, and mood

board ideas to guide the game’s artistic style.

Data Analysis Plan

The data gathered from the respondents were organized, analyzed, and interpreted using quantitative methods to

assess the performance and effectiveness of the PlayTime application. The researchers employed descriptive

statistics to summarize and interpret the responses obtained from the evaluation instruments. Specifically,

weighted mean was used to determine the average responses of the participants for each criterion under the

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ISO/IEC 25010 software quality model and the PASS Theory of Intelligence. This method allowed the

researchers to identify the overall level of functionality, usability, reliability, and user satisfaction of the system.

Each indicator was rated using a Likert scale, where responses were assigned numerical values to quantify

perceptions and experiences. The computed means were then interpreted using qualitative descriptions such as

“Excellent,” “Very Good,” “Good,” “Fair,” or “Poor,” depending on the resulting score range. These

interpretations provided a clear understanding of how users and evaluators perceived the system’s technical and

educational performance.

The results were presented in tabular and graphical form to highlight the trends and relationships among the

variables. Comparative analysis was also conducted between cognitive and technical evaluations to determine

whether the system met its intended learning objectives while maintaining acceptable software quality standards.

Through this systematic analysis process, the researchers were able to draw evidence-based conclusions

regarding the overall effectiveness, efficiency, and reliability of PlayTime as an educational tool for children

with ASD.

The SystemThe study produced PlayTime, a cross-platform educational entertainment application developed

for children aged 4 to 6 with Autism Spectrum Disorder (ASD). The system features engaging and interactive

mini-games designed to enhance cognitive skills such as memory, focus, problem-solving, and social interaction.

It also assists parents, teachers, and special education professionals by providing tools to monitor learner progress

and identify specific areas for improvement. The platform was developed using various tools, including Visual

Studio Code, Godot Game Engine, Adobe Illustrator, Audacity, GDScript, GitHub, JSON, Git, Procreate, Figma,

and Pinterest all utilized for coding, designing, creating multimedia assets, and managing project collaboration.

The quality of PlayTime was assessed based on ISO/IEC 25010 standards to ensure that it meets the necessary

criteria for functionality, usability, efficiency, reliability, maintainability, and portability, making it a stable and

user-friendly system.

Figure 5: Main Menu Interface

The Main Menu Interface serves as the game’s starting point. It features colorful visuals, large icons, and

minimal text to ensure accessibility for young users and children with developmental differences. From this

screen, players can easily navigate to various game modes such as memory, logic, and matching activities.

Figure 6: Game Progress Interface

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The Game Progress Interface displays each learner’s performance summary, including scores, completed tasks,

and earned rewards. This interface allows teachers and parents to monitor progress and provides visual indicators

such as stars and progress bars that motivate learners and reinforce achievement.

Assessment: Summary Of Respondents on the System

Five types of respondents evaluated the PlayTime system to ensure that both user experience and technical

performance were properly assessed. The first group was composed of gamers, educators, teachers, and

therapists respondents, who evaluated the application’s functionality, usability, and overall engagement based

on the PASS Theory of Intelligence. The second group consisted of technical respondents, who assessed the

system’s dependability, efficiency, and quality using the ISO/IEC 25010 software quality standards. This

approach ensured a comprehensive and reliable evaluation covering both educational and technical perspectives.

Table 1. Distribution of Respondents

Respondents (groupings)

Size (n)

Percentage

Gamers

12%

Educators

24%

Teachers

10%

Therapist

10%

Technical

40%

Total (n)

100.0%

The general breakdown of the respondents who took part in the evaluation is provided in Table 1. Among all the

50 respondents, 8 gamers (16%), 12 educators (24%), 5 teachers (10%), 5 therapists (10%), and 20 technical

experts (40%), were identified. This assembly implies that the larger portion of the feedback was offered by the

technical specialists and educators, but the proportion of the gamers, teachers, and therapists was also important.

Having a wide range of respondents will guarantee that the assessment will cover a variety of opinions- between

the gameplay experience and the value of the game and the therapeutic utility and technical performance.

The findings of the evaluation process, collected using the ISO 25010 evaluation form of technical experts and

PASS Theory of Intelligence evaluation form of gamers are shown in the tables below. The game was rated by

each group based on the expertise and professional insight. Summary tables are also given to provide a better

picture of the results and simplify the overall trends. The analysis of these responses combined makes sure that

the evaluation is not one sided, thus making the evaluation of conclusions made in the study credible and sound.

Table 2. Summary and Comparison of Evaluations of Technical-Respondents

Criteria

(ISO25010)

Technical ( 20 )

User Interface

3.8

Personalization

3.7

Accuracy

3.7

Effectiveness

3.8

Robustness

3.7

Overall Average Mean

3.7

Table 2 shows the summary and comparison of evaluations of Technical-Respondents based on the criteria of

ISO25010. It can be noted that technical respondents’ average means have slight differences between 3.7 and

3.8 on the criteria interpreted as “Strongly Agree”. Overall, technical respondents strongly agree on the

acceptability and usssability of the application based on the criteria of ISO 25010 with a 3.7 overall average

mean.

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Table 3: Summary of Evaluation of Gamers, Educators, Parents and Therapists based on PASS Theory of

Intelligence

PASS Theory of Intelligence

Gamers ( 30 )

Planning

3.6

Attention

4.0

Simultaneous

3.6

Successive

3.7

Overall Average Mean

3.7

Table 3 shows the summary and comparison of evaluations of Gamer-Respondents based on PASS Theory of

Intelligence. It can be noted that their average means for all the criteria ranges from 3.6 to 4.0 with all interpreted

as “Strongly Agree”. Also notable is the 4.0 average mean attained by the Attention criteria compared to the

other criteria. Finally, with a 3.7 overall average mean interpreted as “Strongly Agree”, indicate that cognitive

abilities of gamer respondents are utilized when playing the application based on the criteria of the PASS Theory

of Intelligence.

Ethical Considerations

The study also makes certain that data obtained on respondents is treated in a confidential and integrity manner.

The information of the respondents remains confidential and no personally identifiable information is released

without the consent of the respondents. The study complies or follows the principles of voluntary participation,

which means that the respondents are at liberty of dropping out of the research any time without any

repercussions. There is also a good data security so that the information is not accessed and misused by

unauthorized users. Lastly, the presentation of all findings is honest and precise, without any kind of

manipulation and bias in order to preserve the validity of the research.

CONCLUSION

The results of the study affirm that the PlayTime application successfully met its objectives as an educational

entertainment platform for children with Autism Spectrum Disorder (ASD). From the gamers’ perspective, the

game was highly engaging, easy to navigate, and effective in enhancing focus, attention, and problem-solving

abilities. Meanwhile, technical respondents evaluated the system as reliable, accurate, and well-performing in

accordance with the ISO/IEC 25010 software quality standards. These findings complement one another—gamer

feedback validated the game’s educational value and user appeal, while technical assessments confirmed its

stability and efficiency. Overall, the study concludes that PlayTime is a functional, effective, and dependable

tool that seamlessly integrates learning and entertainment, making it well-suited for supporting the cognitive

development of children with ASD.

RECOMMENDATION

1. Administrators and Teachers: PlayTime can be effectively integrated into classroom instruction,

individualized learning plans, or therapy sessions as a supplementary educational tool. Its game-based

structure enables educators to engage learners with varying needs while maintaining an element of fun

and motivation. The platform’s built-in progress tracking also allows teachers to monitor student

performance and adjust instructional strategies accordingly to improve learning outcomes.

2. Students and Professionals: For children with special needs, PlayTime offers a low-pressure and

interactive environment that supports the development of memory, cognitive, and social skills through

play. Meanwhile, professionals such as therapists and special education coordinators can utilize the

application as a flexible and adaptive platform to achieve specific learning objectives, assess

developmental progress, and design more effective interventions tailored to individual learners.

3. Future Researchers: This study serves as a foundation for future research in educational technology and

special education. Future researchers may build upon this work by integrating new algorithms, expanding

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the inclusivity of game design, or examining the long-term impact of gamified learning on children with

ASD.

4. It is recommended that future enhancements of the system integrate an AI-driven adaptive learning

module to tailor game difficulty and content according to each child’s performance and progress. This

addition would make the system more responsive to individual learning patterns, thereby improving

engagement and educational outcomes for children with ASD.

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