Games have been widely used in many domains including medical for therapy purposes. With the advancement of technology, mobile psychotherapy games have essential role in improving memory among elderly patients. There are numbers of psychotherapy games that have been developed for elderly with memory disorder. However, at one point most of the developed games are still questionable since there is lack of game development guides for this particular purpose. Designing the optimum design for the psychotherapy games, which emphasizes the users in it will be able to maximise the effectiveness of the games. Thus, this study aims to review the literatures systematically in identifying the criteria for mobile psychotherapy games specifically for memory disorder. To achieve this, three databases were used in searching literatures which are Scopus, Web of Science and ACM Digital Library. The search identified 992 articles altogether;69 papers remains for further selection process while 909 were excluded due to irrelevancy of the focus. The selection process later refrained to 16 articles being analysed and synthesised. The selection incorporated all articles which focused directly on the psychotherapy games for memory disorder elderly patients concentrated on mobile devices. As a result, a set of important criteria for different themes on designing mobile psychotherapy game has been identified. Significant features of psychotherapy games were found in majority of the reviewed articles. These criteria will be beneficial in forming a guideline for designing and developing mobile psychotherapy games for memory disorder patients.
The advancement of technology has witnessed the increasing use of game-based intervention and it is proven beneficial for people with specific learning disorder such as Dyslexia. Initially developed for entertainment, a game is generally considered a tool with the key features of challenge, motivation, and rewards which add more fun and excitement to Dyslexia teaching and learning. Many game applications have been developed in the area; each incorporates several criteria to meet the specific needs of the dyslexics. To date, these criteria are still dispersed in numerous publications, leading to the duplication of basic games that have previously been developed by others. This study aimed to identify the dispersed criteria by adopting PRISMA approach in the systematic literature review, and analyze them to formulate a comprehensive guideline for future design and development of the dyslexic games. Five main databases were chosen which are Scopus, ACM Digital Library, EBSCO-host, Wiley and Web of Science (WOS). Out of 551 articles that have been screened, only 50 articles were eligible to be analyzed based on the relevancy to the criteria, and only 23 articles were included in the study after further screening. A total of 135 criteria were identified with some redundancies, and were further classified into four categories: device and platform; features; interface and gameplay. These criteria can be utilized by the educational game developers as reference when designing the dyslexic games. A better dyslexic-friendly games could be produced when the developers design it with their special learning needs in mind.
The utilization of game-based interventions is growing as a result of technological advancements, and it has shown to be effective in the treatment of dyslexia and other medical conditions. Games are typically viewed as activities having the essential components of challenge, incentive, and reward. Games were originally created for pleasure, and they can make dyslexic teaching and learning more enjoyable and exciting. Although there are numerous applications available for treating dyslexic children, the inclusion of games and their standards in those applications has not yet been established. Therefore, there is a need for a standard design guideline to be formulated in establishing a guideline for designing and developing games specifically for dyslexic children. This article proposes a design guideline for dyslexic intervention games. Two methods have been employed which are interviews and systematic literature reviews (SLR) to discover the characteristics of dyslexic games. The first set of the criteria was developed through interviews with the stakeholders who are directly associated with dyslexic children. Scopus, the ACM digital library, EBSCO-host, Wiley, and Web of Science (WOS) are the five primary databases used in SLR. 50 articles out of the 551 that were early screened from the five primary databases are qualified to be studied based on the criteria. Only 23 publications could be selected for the study after further screening, which led to the creation of a second set of criteria. These two sets of criteria are thoroughly analyzed, combined, and formulated as a guideline which comprises of four main categories; device and platform, interface, game features, and gameplay. The guideline consists of guidance to be used for designing and developing Dyslexic therapy games with the purpose of assisting Dyslexic children to read. The guideline is believed to be beneficial to many parties especially the educational game developers, therapists, and educationist who are dealing with intervention for Dyslexic children. This study is aligned and significant to Sustainable Development Goals (SDG) three and four, Good Health and Well-being and Quality Education respectively.
The advancement of technology in healthcare has promoted changes in traditional intervention or treatment of diseases. The utilization of technology via digital games has become one of the alternative interventions for memory disorder which can be considered as supplementary tool to traditional therapeutic methods compared to pharmacological treatments which are not only expensive but also associated with significant adverse effects. Using psychotherapy games as non-pharmacological interventions is more human-centred and have been considered as the best alternative. Although games have been widely used in many domains including entertainment, education and psychotherapy, criteria and guidelines of psychotherapy games particularly for memory-disorder are not clearly defined. This could consequently result in developing ineffective game-based therapy for patients. This article proposes a guideline and criteria that can help in designing and developing psychotherapy games to be utilized in treating memory disorder patients. Combination of systematic literature reviews and interview were employed to acquire the list of criteria needed for psychotherapy games. A total of 25 criteria are identified and have been classified into four main categories are proposed as a guideline. To evaluate the proposed guideline, a Neuro-therapy game is designed and developed using prototyping approach. A significant contribution of this study is the criteria and guidelines for psychotherapy game which will benefit game developers and practitioners who directly involved with psychotherapy programs with memory disorder patients. The proposed criteria and guidelines can be adapted to other psychotherapy domain, such as special needs education therapy, jobs screening, and occupational therapy. Furthermore, this could possibly improve the existing intervention practices by having more accurate measurement through game-based approach.
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