Features and effects of computer-based games on cognitive impairments in children with autism spectrum disorder: an evidence-based systematic literature review

Abstract

Introduction Children with Autism Spectrum Disorder (ASD) have different cognitive and intelligence profiles than typical developing individuals. Some of these children need cognitive rehabilitation. This study's main purpose is to provide a systematic review about applying computerized cognitive games for autistic children and to determine the effectiveness of such interventions. Material and methods A thorough search of the ISI Web of Science, Medline (through PubMed), Scopus, IEEE Xplore, and APA PsycInfo databases was performed for articles published from inception to May 17, 2022. Results Of 1746 papers, 28 studies were found to be eligible in this systematic review. Fifteen studies (53.57%) compared a Control Group (CG) with Experimental Groups (EGs), while 13 papers (46.42%) evaluated only the impact of the applied intervention in an experimental group. Major domains of cognitive functions are divided into five main categories: 1. Executive functions, 2. Social cognition/emotions, 3. Attention/concentration, 4. Learning and memory, and 5. Language. In 42.85% (12 studies) of the screened papers, social cognition and emotions were assessed after cognitive rehabilitation. The highest rate of effects reported by studies were related to social cognition enhancement. Of the total number of included studies, 17 studies reported a positive effect at all scales, of which nine were quasi-experimental, and seven were fully experimental. Conclusion Using suitable computerized game-based solutions could enhance cognition indexes in autistic children. Hence, further investigation is needed to determine the real effectiveness of these novel technologies.

Memory rehabilitation during the COVID-19 pandemic

“…We seek to apply our application with participants with cognitive defects such as parkinsonism, autism, Alzheimer’s, and so forth. For example, some studies have already shown that suitable computerized game-based solutions can improve cognition in children with autism [ 54 , 55 ]. The design of goal-oriented memory strategy programs can significantly improve cognitive functioning as well as performance of activities of daily living and quality of life in people with cognitive impairments [ 56 ].…”

Criação e Aplicação de Jogos Digitais Direcionados ao Público TEA: um Mapeamento Sistemático Terciário

“…Figura 1. Melhorias cognitivas mencionadas por número de artigos de revisão Além destes, outros resultados cognitivos positivos com menções únicas a se destacar foram: melhora na coordenação olho-mão [Kokol et al, 2020]; ativação de áreas dos córtex pré-frontal, pré-motor, parietal e de associação visual e das áreas temporais do cérebro, bem como sucesso no ensino de novas habilidades [Silva et al, 2021]; e melhora na reação a processos aleatórios, no processamento de informações paralelas e na qualidade de vida [Rezayi, Tehrani-Doost & Shahmoradi, 2023].…”

“…Graças a adoção do uso de jogos digitais para apoio ao TEA, já existem diversas revisões sobre o tema, mas observando algum nicho de jogo específico, como [Milajerdi, Ordooiazar & Dewey, 2023], que buscam apenas jogos sérios, e [Rezayi, Tehrani-Doost & Shahmoradi, 2023], que focaram em jogos para computador, ou buscando jogos em que se investigou alguma característica específica do TEA, como [Hassan, Pinkwart & Shafi, 2021] que pesquisaram jogos sérios que visavam melhorar as inteligências social e emocional. Ainda, algumas revisões observam o uso de jogos digitais no apoio de mais de uma dificuldade física ou neurológica além do TEA, como [Tsikinas & Xinogalos, 2019], que discutem jogos para pessoas com TEA ou com deficiências intelectuais.…”

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

“…GBL merupakan media pembelajaran yang diyakini mampu membuat siswa konsentrasi (Mulyati, 2023), memotivasi siswa untuk (Bassiouni et al, 2019;Khaleghi et al, 2021;Martins et al, 2022;Novayani, 2022;Saputra et al, 2019;Spatioti et al, 2022). Selain itu, belajar melalui game membuat siswa senang dan tertarik (Novayani et al, 2021) dalam memainkannya, juga meningkatkan keterlibatan siswa dalam belajar (Arif et al, 2019;Bolat & Taş, 2023;Nadeem et al, 2023), dan dapat meningkatkan kemampuan siswa (Mardhotillah & Rakimahwati, 2021), membuat siswa lebih aktif (Ulumudin & Sujatmiko, 2023) dan meningkatkan kognitif siswa pada siswa autis (Rezayi et al, 2023). Game edukasi diyakini efektif dibandingkan dengan metode konvensional (Bassiouni et al, 2019).…”