The use of serious games to develop social skills in children with autism: a literature review

Christine K. Syriopoulou-Delli; Paul Hatzigiannakoglou; Eleni Margariti

doi:10.18203/issn.2454-2156.IntJSciRep20260039

Authors

Christine K. Syriopoulou-Delli Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
Paul Hatzigiannakoglou Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
Eleni Margariti Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece

DOI:

https://doi.org/10.18203/issn.2454-2156.IntJSciRep20260039

Keywords:

Serious games, Autism spectrum disorder , Socioemotional intelligence, Special education, Gamification

Abstract

Purpose of this literature review is to explore the role of serious games in improving the social and emotional intelligence of children with autism spectrum disorder (ASD). The research included 38 studies examining the effectiveness of these games in enhancing skills such as social interaction, understanding social rules, cooperation, effective communication, expression, and management of emotions by offering interactive learning experiences. Serious games are an innovative, promising educational tool that can improve the overall well-being of individuals with autism. In conclusion, however, choosing the right game depends on many factors that require proper assessment of the children's individual characteristics, good knowledge of the game and take under consideration all of the available material and technical resources.

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References

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