Neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), are marked by early changes in brain development, resulting in lifelong challenges across cognitive, behavioral, and social domains. Traditional interventions often rely on behavioral therapies aimed at improving functionality and fostering independence. However, these approaches can encounter obstacles, including prolonged timelines for visible progress, limited skill transfer to everyday contexts, and challenges in sustaining patient motivation. To address these gaps, alternative interventions, including video games (VGs), have gained attention. Studies suggest that VGs can activate various brain regions, facilitating skill acquisition and development in a manner that may feel less clinical and more engaging for patients. The immersive and interactive nature of VGs, along with their rich narratives and design, can foster patient engagement, motivation, and sustained attention.
Despite promising results, current research primarily focuses on serious games developed explicitly for therapeutic use, which may lack broad appeal. This highlights an urgent need for further exploration into the potential of entertainment video games and emerging technologies like Virtual Reality (VR) and Augmented Reality (AR) within educational and therapeutic contexts. Moreover, there is a gap in understanding how these interventions influence daily social interactions and emotional development, particularly for individuals with severe ASD, as well as how educationally focused interventions can support learning and adaptive social behaviors in school and community settings.
This Research Topic aims to investigate the potential of entertainment video games, VR, and AR as innovative, integrative tools in the educational and clinical intervention landscape for neurodevelopmental disorders. Our objective is to gather fresh insights into both practical applications and theoretical frameworks that address how these technologies can support cognitive, behavioral, and social outcomes. The ultimate goal is to deepen our understanding of how these technologies can be incorporated into educational and therapeutic programs to enhance engagement, support social and emotional growth, and foster real-life skill application.
To further explore these applications of entertainment video games, VR, and AR for neurodevelopmental disorder interventions, we invite submissions on topics including but not limited to:
- Theoretical perspectives on the role of VR, AR, and entertainment video games in cognitive, behavioral, and social skill training programs.
- Applications of VR, AR, and entertainment video games for educational interventions that support cognitive function, focusing on skill generalization in school and community settings for ASD and ADHD.
- Use of VR, AR, and entertainment video games for social skills training, emotional recognition, and expression, as well as interventions targeting social adaptability in ASD and ADHD.
- VR, AR, and entertainment video games as tools for teaching emotional regulation, empathy, and social awareness in neurodevelopmental contexts.
- Interventions addressing challenging or inappropriate behaviors in ASD and ADHD using VR, AR, and entertainment video games, with attention to individualized learning pathways.
- Assessment of patient, educator, and caregiver engagement, acceptance, and satisfaction in interventions using entertainment video games, VR, and AR, with a focus on usability, educational alignment, and patient-centered outcomes.
This Research Topic seeks contributions that will inform the integration of these emerging technologies into educational and clinical practices, ultimately supporting enhanced patient outcomes and engagement across home, school, and community environments.
Neurodevelopmental disorders, such as Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), are marked by early changes in brain development, resulting in lifelong challenges across cognitive, behavioral, and social domains. Traditional interventions often rely on behavioral therapies aimed at improving functionality and fostering independence. However, these approaches can encounter obstacles, including prolonged timelines for visible progress, limited skill transfer to everyday contexts, and challenges in sustaining patient motivation. To address these gaps, alternative interventions, including video games (VGs), have gained attention. Studies suggest that VGs can activate various brain regions, facilitating skill acquisition and development in a manner that may feel less clinical and more engaging for patients. The immersive and interactive nature of VGs, along with their rich narratives and design, can foster patient engagement, motivation, and sustained attention.
Despite promising results, current research primarily focuses on serious games developed explicitly for therapeutic use, which may lack broad appeal. This highlights an urgent need for further exploration into the potential of entertainment video games and emerging technologies like Virtual Reality (VR) and Augmented Reality (AR) within educational and therapeutic contexts. Moreover, there is a gap in understanding how these interventions influence daily social interactions and emotional development, particularly for individuals with severe ASD, as well as how educationally focused interventions can support learning and adaptive social behaviors in school and community settings.
This Research Topic aims to investigate the potential of entertainment video games, VR, and AR as innovative, integrative tools in the educational and clinical intervention landscape for neurodevelopmental disorders. Our objective is to gather fresh insights into both practical applications and theoretical frameworks that address how these technologies can support cognitive, behavioral, and social outcomes. The ultimate goal is to deepen our understanding of how these technologies can be incorporated into educational and therapeutic programs to enhance engagement, support social and emotional growth, and foster real-life skill application.
To further explore these applications of entertainment video games, VR, and AR for neurodevelopmental disorder interventions, we invite submissions on topics including but not limited to:
- Theoretical perspectives on the role of VR, AR, and entertainment video games in cognitive, behavioral, and social skill training programs.
- Applications of VR, AR, and entertainment video games for educational interventions that support cognitive function, focusing on skill generalization in school and community settings for ASD and ADHD.
- Use of VR, AR, and entertainment video games for social skills training, emotional recognition, and expression, as well as interventions targeting social adaptability in ASD and ADHD.
- VR, AR, and entertainment video games as tools for teaching emotional regulation, empathy, and social awareness in neurodevelopmental contexts.
- Interventions addressing challenging or inappropriate behaviors in ASD and ADHD using VR, AR, and entertainment video games, with attention to individualized learning pathways.
- Assessment of patient, educator, and caregiver engagement, acceptance, and satisfaction in interventions using entertainment video games, VR, and AR, with a focus on usability, educational alignment, and patient-centered outcomes.
This Research Topic seeks contributions that will inform the integration of these emerging technologies into educational and clinical practices, ultimately supporting enhanced patient outcomes and engagement across home, school, and community environments.