Interventions with Serious Games and Entertainment Games in Autism Spectrum Disorder: A Systematic Review

Silva, Gabriella M.; Souto, Jandirlly Julianna de Souza; Fernandes, Thiago P.; Bolis, Ivan; Santos, Natanael Antônio dos

doi:10.1080/87565641.2021.1981905

Cited by 36 publications

(31 citation statements)

References 107 publications

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“…In terms of social interaction, autistic children have a lack of nonverbal behaviors, such as eye contact, facial expressions, and body movements and a lack of interpersonal and emotional interactions. There is a lack of interpersonal and emotional interactions [ 10 ]. Since the kindergarten has a dance studio on the same floor, the teaching of sports games is carried out in indoor classrooms.…”

Section: Related Workmentioning

confidence: 99%

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism

Wang

Gui

Nie³

2022

Occupational Therapy International

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This paper presents a research design for an integrated intervention using sensory integration training fused with social sports games for the treatment of children with autism. This study used a multiple baseline cross-subject design in a single-subject experiment, with structured play as the independent variable and expressive language skills of children with autism spectrum disorders as the dependent variable, with three phases of intervention: baseline, intervention period, and maintenance period. The expressive language ability was examined in terms of both oral expression and gestural expression, where the intervention effect of the oral expression was analyzed in terms of four components: the total number of words, the total number of sentences, average sentence length, and vocabulary complexity of oral expression, and the intervention effect of the gestural expression was analyzed in terms of changes in the frequency of children’s gestural expression behaviors. For the categories classified by sensory integration ability, there are corresponding specific training programs that combine various physical exercises and play equipment to train the various abnormal functions of children with autism. Stereotyped behavior is a repetitive, self-imposed, and purposeless physical action, usually in the form of continuous and repetitive movements, sounds, and so on. 4 times a week, 25 minutes each time, the activity of recognizing pictures and familiar objects is carried out first, and then the children choose the structured game model and the initiative to build and take turns with the researchers to build. Stereotypic behaviors cause a great deal of distress in the lives of children with autism, and it is necessary to explore how to implement positive and effective interventions. Subjects’ play abilities developed after receiving effective critical response training. The subjects’ practice and symbolic play showed good immediate and maintenance intervention effectiveness; their associative and functional play showed no significant intervention effectiveness. The enhancement of the sensory integration skills of children with autism through sensory integration training resulted in a relative reduction of stereotypic behavior about the stimulus-seeking function, which had a positive effect on the intervention of stereotypic behavior.

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Section: Related Workmentioning

confidence: 99%

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism

Wang

Gui

Nie³

2022

Occupational Therapy International

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“…Serious and entertainment games are increasingly being proposed as potential tools for behavioral interventions in individuals with ASD [11], [14]. These games have been developed to improve the cognitive functioning and quality of life of ASD patients [14]. However, several limitations remain in current serious games.…”

Section: Discussionmentioning

confidence: 99%

“…The development of game-based training platforms for behavioral interventions has emerged as a growing trend, because individuals with autism are commonly reported to enjoy using computer technology with highly predictable and affect-free interfaces [10]. In the past decade, numerous serious games have been developed for personalized training and the cognitive assessment of emotions, social interactions, and daily living skills [11], [14]. Different aspects of training have been developed, including affective, behavioral, and cognitive functions, as well as social skills [14].…”

Section: Introductionmentioning

confidence: 99%

“…In the past decade, numerous serious games have been developed for personalized training and the cognitive assessment of emotions, social interactions, and daily living skills [11], [14]. Different aspects of training have been developed, including affective, behavioral, and cognitive functions, as well as social skills [14]. It has been shown that the role-play or single-player modes of these games offer powerful tools for intervening in emotional recognition and social skills [15], [16]; this has been demonstrated in Fearnot [17], the ECHOES project [18], JeStiMulE [19], GOLIAH [20], ALTRIRAS [21], and SSIT [22].…”

Section: Introductionmentioning

confidence: 99%

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Game-Based Social Interaction Platform for Cognitive Assessment of Autism Using Eye Tracking

Chien

Lee

Chiu

et al. 2023

IEEE Trans. Neural Syst. Rehabil. Eng.

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The design goals of recently developed serious games are to improve attention, affective recognition, and social interactions among individuals with autism. However, most previous studies on serious games used behavioral questionnaires to evaluate their effectiveness. The cognitive assessment of individuals with autism after behavioral intervention or drug treatment has become important because it provides promising biomarkers to assess improvement after cognitive intervention. In this study, we developed a game-based social interaction platform incorporating an eye-tracking system for children and preadolescents with autism. Three modules (focusing on gaze following, facial emotion recognition, and social interaction skills) are included in the platform; participants with autism learn these according to their cognitive abilities. The eye-tracking results showed decreased fixation durations when autistic children looked at positive emotional expressions and focused on multiple targets. Prolonged saccade durations and shorter fixation times for socialrelated facial emotion expressions were also found in preadolescents and teenagers with autism. Our findings suggest that these atypical gaze patterns are reliable biomarkers for evaluating the social and cognitive functions of autistic individuals while playing serious games. The proposed platform's game-based modules and the findings regarding aberrant gaze patterns in autistic individuals demonstrate the possibility of evaluating cognitive functions and intervention effectiveness by using eye-tracking signals in a serious game or real-life environment.

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“…Non-educational games, despite their name, have been frequently used for educational purposes (Squire, 2003;Egenfeldt-Nielsen, 2006;Wastiau et al, 2009). Research on the use of commercial off-the-shelf games in education has identified their potential in learning skills such as dealing with depression (Olson, 2016), teamwork and other social skills (Sherry, 2016;Silva et al, 2021), attention abilities (Franceschini et al, 2013), and enhancing cognitive performance (Dale and Green, 2016). Furthermore, non-educational games have been used in teaching a variety of subjects such as languages Chen and Yang, 2012;Reinders, 2012), history (Squire 2005), and science (de Aldama and Pozo, 2020).…”

Section: Informal Learning From Gamesmentioning

confidence: 99%

Player perceptions of informal learning in non-educational games

Välisalo

Vahlo

Tuuri

2022

ECGBL

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The potential of non-educational games in learning is well-established, but there have been relatively few empirical studies attempting to explore the kinds of informal learning take place in non-educational games outside of formal education. Simultaneously, student motivation is known to have a connection to learning outcomes, but there is a lack of research on the relationship between gaming motivations and informal learning in games. This paper aims to fill the gap in research by, firstly, forming an empirically-based understanding of what players perceive they are learning from playing non-educational games, and secondly, exploring the potential connections of self-articulated learning outcomes with motivations to play games and preferences for gameplay activities. The research data was collected through an online survey panel. The respondents were asked to describe in open-text answers what they had learned by playing games, and their motives and gameplay activity preferences were measured using two psychometric instruments, Motives of the Autonomous Player, MAP (Vahlo and Tuuri, submitted) and the gameplay activity inventory GAIN (Vahlo et al, 2018). The open-text responses analysed using data-driven content analysis, which resulted in 11 main categories of learning outcomes. Cluster analysis of the main categories revealed three clusters indicating informal game-based learner types: (1) Learning perseverance, learning mainly related to coping skills and self-enhancement, (2) Learning practices and communalities, focusing on practical and interpersonal skills, and (3) Learning to perform, emphasising cognitive and sensori-motor competencies. Comparisons of the learning outcome clusters with motives and gameplay preferences revealed the learner types had distinct profiles which denote differences between learner types in the overall motivation to play games, in certain motivational factors, and in preferences of gameplay activities. Based on this analysis we suggest the existence of two distinct continuums, transfer of learning, and the situational dependence to gameplay activities, where these learner types are located.

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Interventions with Serious Games and Entertainment Games in Autism Spectrum Disorder: A Systematic Review

Cited by 36 publications

References 107 publications

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism

Game-Based Social Interaction Platform for Cognitive Assessment of Autism Using Eye Tracking

Player perceptions of informal learning in non-educational games

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