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<p>This review examined eighteen studies, sourced from six databases. Study findings were synthesised to determine the usage and efficacy of employing digital games in educational settings to support children and adolescents with ASD/ID in learning cognitive constructs and social skills. Study quality was moderate to high, rated according to the Quality Assessment for Diverse Studies tool (Harrison et al., 2021). Over half the studies with small sample sizes found digital games effectively improved social, imitation, and mathematical skills. Using games increased motivation to learn and it was helpful if variable game difficulty levels were available. Future studies need to involve children with more severe ID and to establish the sustainability and the transferability across different settings of learned skills.</p>

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To Play or Not to Play: A Systematic Review of Digital Games in the Educational Curriculum for Children with Autism Spectrum Disorder and/or Intellectual Disabilities

  • 期刊论文

  • 发表日期：

    2025年11月14日

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  • Sally Whelan,
  • Jennifer Biggins,
  • Róisín Bourke,
  • Aisling Clancy,
  • Emily Clinton,
  • Eimear Clogher,
  • Li Tao,
  • Arlene Mannion,
  • Emily Barrett,
  • Geraldine Leader

摘要

This review examined eighteen studies, sourced from six databases. Study findings were synthesised to determine the usage and efficacy of employing digital games in educational settings to support children and adolescents with ASD/ID in learning cognitive constructs and social skills. Study quality was moderate to high, rated according to the Quality Assessment for Diverse Studies tool (Harrison et al., 2021). Over half the studies with small sample sizes found digital games effectively improved social, imitation, and mathematical skills. Using games increased motivation to learn and it was helpful if variable game difficulty levels were available. Future studies need to involve children with more severe ID and to establish the sustainability and the transferability across different settings of learned skills.