Evidence map›Paper›PMID 25488121›Full record

ReviewJournal of autism and developmental disorders2015

Designing Serious Game Interventions for Individuals with Autism.

Elisabeth M Whyte, Joshua M Smyth, K Suzanne Scherf

Abstract readReview
PubMed Publisher
In one paragraph

Review in Journal of autism and developmental disorders, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 52 papers, 4 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
52citing papers in PubMed, 4 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

52 citing papers in PubMed, 4 syntheses or guidelines pooled it.

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  15. Gaming Platforms for People with ASD.Journal of Intelligence · 2024
    Review
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Elisabeth M WhyteDepartment of Psychology, Pennsylvania State University, 110 Moore Building, University Park, PA, 16802, USA. emv131@psu.edu.
Joshua M SmythDepartment of Biobehavioral Health, Pennsylvania State University, University Park, PA, USA.
K Suzanne ScherfDepartment of Psychology, Pennsylvania State University, 110 Moore Building, University Park, PA, 16802, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The design of "Serious games" that use game components (e.g., storyline, long-term goals, rewards) to create engaging learning experiences has increased in recent years. We examine of the core principles of serious game design and examine the current use of these principles in computer-based interventions for individuals with autism. Participants who undergo these computer-based interventions often show little evidence of the ability to generalize such learning to novel, everyday social communicative interactions. This lack of generalized learning may result, in part, from the limited use of fundamental elements of serious game design that are known to maximize learning. We suggest that future computer-based interventions should consider the full range of serious game design principles that promote generalization of learning.

Indexed as

Video GamesAutistic DisorderComputer-Assisted InstructionHumansAutismCognitive trainingComputer-based interventionSerious gameTechnologyVirtual reality

Identifiers

PMID25488121

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.