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

This randomized controlled study was designed to examine the effects ofresearcher‐developed movement‐based digital games on motor performance in children aged6‐10 years with Autism Spectrum Disorder (ASD). The study used a parallel‐group designwith repeated assessments. A total of 20 children participated in the study and wereassigned 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 asystematic, user‐centered, and iterative development process. The development processincluded a review of the relevant literature and movement‐related learning outcomes,preparation of game designs, interdisciplinary expert evaluation, revision of the gamesbased on expert feedback, software development, and pilot testing.The games were designed to encourage children to actively interact with the digitalenvironment through body movements. The game activities included tasks involving balance,coordination, locomotor skills, object control, hand‐eye coordination, bilateralcoordination, rhythm, reaching, jumping, changing direction, body awareness, andtarget‐directed movements. The difficulty of the movement tasks was progressivelyincreased during the program.An interdisciplinary panel of 10 experts reviewed the digital games beforeimplementation. The games were evaluated in terms of educational and developmentalappropriateness, suitability for children with ASD, motor skill content, clarity ofinstructions, visual design, feedback mechanisms, safety, technical functionality, andusability. The games were revised based on expert feedback and pilot tested before themain study.Children in the movement‐based digital game group participated in the program in additionto their usual education and rehabilitation program. The program was conducted over 10weeks, with two sessions per week, for a total of 20 sessions. Each session lastedapproximately 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 andrehabilitation 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 assessmentschedule was applied to both groups.