Background. Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD’s difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. Methods. This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. Results. Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. Conclusions. There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.

In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological‐based treatment (Ph‐T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph‐T) has a larger remedial effect compared to the pure phonological‐based treatment (Ph‐T + Ph‐T). Results after 24 hours of treatment showed significant improvements in the executive functions (EFs) for the sequential group only. Considering reading accuracy, children benefited significantly from both treatments; however, only the sequential group significantly improved in reading speed. Crucially, the reading gains appeared to be related to improvements in the EFs, supporting a multifactorial model of this disorder. The aforementioned findings suggest that the combination of cognitive training of EFs with a phonological‐based treatment can be used effectively in rehabilitating dyslexia.

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Over the past 20 years, the proposal that immersive media, such as video games, can be leveraged to enhance brain plasticity and learning has been put to the test. This expanding literature highlights the extraordinary power of video games as a potential medium to train brain functions, but also the remaining challenges that must be addressed in developing games that truly deliver in terms of learning objectives. Such challenges include the need to: (1) Maintain high motivation given that learning typically requires long-term training regimens, (2) Ensure that the content or skills to be learned are indeed mastered in the face of many possible distractions, and (3) Produce knowledge transfer beyond the proximal learning objectives. Game design elements that have been proposed to support these learning objectives are reviewed, along with the underlying psychological constructs that these elements rest upon. A discussion of potential pitfalls is also included, as well as possible paths forward to consistently ensure impact.

Enhanced behavioral interventions are gaining increasing interest as innovative treatment strategies for major depressive disorder (MDD). In this study protocol, we propose to examine the synergistic effects of a self-administered home-treatment, encompassing transcranial direct current stimulation (tDCS) along with a video game based training of attentional control. The study is designed as a two-arm, double-blind, randomized and placebo-controlled multi-center trial (ClinicalTrials.gov: NCT04953208). At three study sites (Israel, Latvia, and Germany), 114 patients with a primary diagnosis of MDD undergo 6 weeks of intervention (30 × 30 min sessions). Patients assigned to the intervention group receive active tDCS (anode F3 and cathode F4; 2 mA intensity) and an action-like video game, while those assigned to the control group receive sham tDCS along with a control video game. An electrode-positioning algorithm is used to standardize tDCS electrode positioning. Participants perform their designated treatment at the clinical center (sessions 1–5) and continue treatment at home under remote supervision (sessions 6–30). The endpoints are feasibility (primary) and safety, treatment efficacy (secondary, i.e., change of Montgomery-Åsberg Depression Rating Scale (MADRS) scores at week six from baseline, clinical response and remission, measures of social, occupational, and psychological functioning, quality of life, and cognitive control (tertiary). Demonstrating the feasibility, safety, and efficacy of this novel combined intervention could expand the range of available treatments for MDD to neuromodulation enhanced interventions providing cost-effective, easily accessible, and low-risk treatment options.ClinicalTrials.gov: NCT04953208.

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Despite a growing interest in player-centred methods for serious games, little is known on how to achieve this goal in practice when prospective users are children. Foundational questions remain unanswered, such as to which design dimensions children should contribute, and how and when they should be engaged. This paper presents the methods and results of two studies that inspired Skies of Manawak, a game for developmental dyslexia remediation. The first study engaged 60 children (age 8–13) in 15 ideation workshops to highlight the story and aesthetics of the game. The second study engaged 258 children (age 8–11) in the comparative evaluation of the game demo with a commercial cognitive training system. The results proved the importance and complexity of the early involvement of children in design. Children strongly appreciated the demo, particularly the story their peers contributed to shaping. However, this story deviated from their desires in several critical dimensions. It had to reconcile gender stereotypes and the violence embedded in their narratives with the game’s purpose. An apparent conflict between designers and children’s values emerged, supporting the idea that children’s engagement in serious game design requires effective mediation to avoid compromising the purposes they intend to achieve.

This study focused on evaluating the application of digital tools with features of gamification, aims to evaluate the efficacy, in terms of motivation, engagement and improvement of crucial life skills, reading and writing abilities. The training involved children who attended the Primary School both with typical development and Special Educational Needs (SEN), in particular Specific Learning Disorders. Statistically significant differences emerged – before and after the training – highlighting improvements in the reading and writing abilities in all groups analysed. There was no statistical effect regarding the mediation of motivation on final learning performances; however, children reported high engagement and fun in the gamified activity. In conclusion, this strategy it can be a useful implementation both in the school and in the clinical environment to improve reading and writing abilities, also in children with SEN.   L’uso della gamification per il potenziamento delle abilità di letto-scrittura nella Scuola Primaria. Questo studio ha come obiettivo quello di valutare l’efficacia, in termini di motivazione, coinvolgimento e potenziamento di alcune importanti life skills, quali la letto-scrittura, dell’utilizzo di strumenti digitali con caratteristiche di gamification. La presente ricerca ha coinvolto bambini frequentanti la Scuola Primaria sia a sviluppo tipico che con Bisogni Educativi Speciali (BES), in particolare Disturbi Specifici dell’Apprendimento. Sono emerse differenze statisticamente significative – prima e dopo il training – evidenziando dei miglioramenti nelle abilità di letto-scrittura in tutti i gruppi indagati. Non sono emersi degli effetti significativi di mediazione della motivazione sulle performance finali, ma i bambini hanno riportato un elevato coinvolgimento e gradimento dell’attività gamificata. In conclusione, tale strategia può essere un’utile implementazione all’interno dell’ambito scolastico e clinico per potenziare le abilità di letto-scrittura, anche in bambini con BES.