Abstract
As technology develops by leaps and bounds, serious games have been widely applied in all walks of life. However, little is known about the differences between serious games oriented to various groups. This current study thus attempted to compare and analyze the differences between serious games in language learning targeting typically developing individuals and those with autism spectrum disorders regarding game design and outcome and to figure out the challenges that individuals might face during the post-pandemic time. Related peer-reviewed papers (n=14) were chosen to utilize the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P). The findings showed that serious games with differently oriented groups differed in factors, aims, and models. Most of them were conducive to participants. It was also found that education designers should consider the well-being of teachers and learners and elements of COVID-19 while designing games. Implications for future studies were also discussed.
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