The Influence of Gadget Use on Learning Performance Among Autistic Children

This quantitative correlational study examined the relationship between gadget use and learning performance among autistic children in Johor Bahru, Malaysia. With a reported increase in autism diagnoses and the growing integration of technology in education, understanding the impact of gadgets on autistic learners is essential. The study investigated three dimensions of gadget use: duration, types of devices, and purposes of use in educational and therapeutic settings. A cross-sectional survey design was employed involving 104 respondents comprising parents, teachers, and therapists working with autistic children. Data were collected using a structured questionnaire distributed through Google Forms and analyzed using Statistical Package for the Social Sciences (SPSS). Descriptive statistics, reliability analysis, and correlation analysis were conducted. The findings revealed that the majority of respondents allowed autistic children to use gadgets, indicating widespread acceptance of technology as a learning tool. Correlation analysis demonstrated significant relationships between gadget use variables and autistic children’s learning performance (p = .001). Reliability testing showed satisfactory reliability for gadget use variables (Cronbach’s Alpha = 0.766), while learning performance demonstrated moderate reliability (Cronbach’s Alpha = 0.636). The results suggest that gadget use can positively support learning when appropriately managed with consideration given to screen time, device selection, and educational purpose. However, excessive and unregulated usage may pose developmental and behavioral concerns. This study contributes local evidence regarding technology use among autistic children and offers practical implications for educators, therapists, parents, and policymakers in Malaysia.

Autism Spectrum Disorder (ASD), gadget use, learning performance, educational technology, special education

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