Effectiveness of Digital Game-Based Trainings in Children With Neurodevelopmental Disorders: A Meta-Analysis
Research in Developmental Disabilities
Ren, X., Wu, Q., et al. (2023).
Research in Developmental Disabilities, 133, 104418.
This systematic review and meta-analysis investigates the effects of treatments incorporating digital games on cognitive abilities for children with neurodevelopmental disorders.
National Nature Science Foundation of China
From January 2000 to September 2021
Randomized-controlled trials
29
<div>Overall, results showed a significant difference between those in the digital game-based training group versus controls, with small-to-medium effects (Hedge's g = 0.36). Moderator analysis revealed a significant impact of game features. No significant differences were seen in training effects at home vs. in clinic. Additionally, participant age and training duration did not impact training effects. Training effects could be maintained after training. Though there was substantial variability, retention effects were more reliable from 3-9 week follow-up as compared to follow-up at up to 24 weeks.</div>
<div>For children with ADHD, digital game-based training had a small-to-medium effect (Hedge's g = 0.34) with significant effects on executive function, attention, and behavioral symptom measures. Regarding executive functioning, specific improvements were noted in working memory and inhibition, but not cognitive flexibility and planning.</div>
<div>For children with dyslexia, effects of digital game-based training were small-to-medium (Hedge's g = 0.31). Effects were significant for visuospatial attention and reading fluency but not for phonological decoding.</div>
