Movement-Based Digital Game Intervention for Children With Autism Spectrum Disorder

Autism Spectrum Disorder

Autism, Motor Performance, Digital Games, Movement-Based Digital Games

The goal of this study is to learn if movement-based digital games can help improve motor skills in children aged 6-10 years with Autism Spectrum Disorder (ASD). The main question this study aims to answer is: \* Do children who take part in movement-based digital games show greater improvement in motor skills than children who continue their usual education and rehabilitation program? Researchers will compare 10 children who take part in the movement-based digital game program with 10 children who continue their usual education and rehabilitation program. Participants in the movement-based digital game group will: * Play movement-based digital games twice a week for 10 weeks. * Take part in game sessions lasting about 60 minutes. * Complete motor skill assessments before, during, and after the program. Participants in the control group will continue their usual education and rehabilitation program and complete the same motor skill assessments at the same time points.

This randomized controlled study was designed to examine the effects of researcher-developed movement-based digital games on motor performance in children aged 6-10 years with Autism Spectrum Disorder (ASD). The study used a parallel-group design with repeated assessments. A total of 20 children participated in the study and were assigned to either a movement-based digital game group (n = 10) or a control group (n = 10). The movement-based digital games were developed by the research team through a systematic, user-centered, and iterative development process. The development process included a review of the relevant literature and movement-related learning outcomes, preparation of game designs, interdisciplinary expert evaluation, revision of the games based on expert feedback, software development, and pilot testing. The games were designed to encourage children to actively interact with the digital environment through body movements. The game activities included tasks involving balance, coordination, locomotor skills, object control, hand-eye coordination, bilateral coordination, rhythm, reaching, jumping, changing direction, body awareness, and target-directed movements. The difficulty of the movement tasks was progressively increased during the program. An interdisciplinary panel of 10 experts reviewed the digital games before implementation. The games were evaluated in terms of educational and developmental appropriateness, suitability for children with ASD, motor skill content, clarity of instructions, visual design, feedback mechanisms, safety, technical functionality, and usability. The games were revised based on expert feedback and pilot tested before the main study. Children in the movement-based digital game group participated in the program in addition to their usual education and rehabilitation program. The program was conducted over 10 weeks, with two sessions per week, for a total of 20 sessions. Each session lasted approximately 60 minutes and included a warm-up, movement-based digital game activities, and a cool-down. Children in the control group continued their usual education and rehabilitation program during the same period. Motor performance was assessed at three time points during the study: before the program, at the midpoint of the program, and after completion of the program. The same assessment schedule was applied to both groups.

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