Interactive Video Games Research Articles

Toward emotional interactive videogames for children with autism spectrum disorder

Technology and videogames have been proven as motivating tools for working attention and complex communication skills, especially in children with autism spectrum disorder (ASD). In this work, we present two experiences that used interactive games for promoting communication and attention. The first game considers emotions in order to measure children’s attention, concentration and satisfaction, while the second uses tangible tabletops for fostering cognitive planning. The analysis of the results obtained allows to propose a new study integrating both, in which the tangible interactive game is complemented with the emotional trainer in a way that allows identifying and classifying children’s emotion with ASD when they collaborate to solve cognitively significant and contextualized challenges. The first application proposed is an emotional trainer application in which the child can work out the seven basic emotions (happiness, sadness, fear, disgust, anger, surprise and neutral). Further, a serious videogame is proposed: a 3D maze where the emotions can be captured. The second case study was carried out in a Special Education Center, where a set of activities for working cognitive planning was proposed. In this case, a tangible interactive tabletop was used to analyze, in students with ASD, how the communication processes with these interfaces affect to the attention, memory, successive and simultaneous processing that compose cognitive planning from the PASS model. The results of the first study, suggest that the autistic children did not act with previous planning, but they used their perception to adjust their actions a posteriori (that explains the higher number of collisions). On the second case study, the successive processing was not explored. The inclusion of the mazes of case study 1 to a semantic rich scenario could allow us to measure the prior planning and the emotions involved in the maze game. The new physiological sensors will also help to validate the emotions felt by the children. The first study has as objective the capability to imitate emotions and resolve a maze without semantic context. The second study organized all the actions from a semantic context close to users. The attention results presented by the second study are coherent with the first study and complement it showing that attention can be receptive or selective. In the first study case, the receptive attention was the focus of analysis. In the second case, both contributed to explain and understand how it can be developed from a videogame.

From Analog to Virtual: Visual Stylizations of Humanoid Characters Across Media

Visual stylization and its impact on different aspects of the perception of digital human beings are commonly debated. This study investigated how fictional and non-fictional characters are represented in various media from the perspective of digital humanoid character design. Based on Zangwill’s theory of Moderate Aesthetic Formalism, this study focused on the formalistic aspect of visual analysis and interpretation of media artifacts ranging from older media such as paintings to newer media, such as animations, interactive video games and mobile apps. This paper also explores several case studies of how humanoid digital characters are represented via visual stylizations across different media. This article underlines the importance of visual stylization as an opportunity to find unique and innovative ways of communicating with visual means.

Video Game Violence and Interactivity: Effect or Equivalence?

Abstract The effect of exposure to violent video game content on aggression is intensely debated. Meta-analyses have produced widely varying estimates as to the effect (or non-effect) of violent video games on subsequent aggressive thoughts and behaviors. Recent work suggests that interactivity and player skill may play key roles in moderating the effects of violent content in video games on aggression. This study investigates the effects of violence, interactivity, and player skill on mild aggressive behavior using a custom-developed first-person shooter game allowing for high levels of experimental control. We conduct effect and equivalence tests with effect size assumptions drawn from prominent meta-analyses in the video game violence literature, finding that aggressive behavior following violent video game play is statistically equivalent to that observed following non-violent game play. We also observe an interaction between violent game content, player skill, and interactivity. When player skill matched the interactivity of the game, violent content led to an increase in aggressive behavior, whereas when player skill did not match the interactivity of the game, violent content decreased aggressive behavior. This interaction is probed using a multiverse analysis incorporating both classical significance testing and Bayesian analyses.

Ill-Defined Problem Solving Does Not Benefit From Daytime Napping.

The main goal of the present study was to explore the role of sleep in the process of ill-defined problem solving. The results of previous studies indicate that various cognitive processes are largely dependent on the quality and quantity of sleep. However, while sleep-related memory consolidation seems to be well-grounded, with regard to the impact of sleep on problem solving, existing research yields mixed and rather inconclusive results. Moreover, this effect has been mainly tested using simple and well-defined, common laboratory problems, such as the remote associate test (RAT), crossword and anagram puzzles, numeric and logic problems, etc. What is lacking is research on the effect of sleep on solving more complex and more real-life oriented ill-defined problems. In the present study, we hypothesized that sleep can improve performance in solving this kind of problems. The study involved 40 participants, randomly assigned to two experimental conditions: sleep group and waking group. The experimental protocol comprised three stages: problem presentation, retention interval, and testing stage. The problem was presented to the participants in the form of an interactive computer game concerning a complex, elaborate crime story. During the retention interval, the participants—depending on the condition—took a nap or stayed awake; sleeping participants underwent polysomnography recording, while waking participants performed activities not related to the experimental problem. In the testing stage, participants tried to solve the presented problem. The solutions generated were assessed both for quality (reasonableness, consistency, and story recall) and creativity (fluency, flexibility, originality, and elaboration). Contrary to expectations, we found no effect of sleep on ill-defined problem solving. Neither quality nor creativity of the solutions generated by the participants was higher in the nap group than in the waking group. There were also no performance improvements with regard to any sleep stage or incidence of dreams. Our study adds to a growing body of evidence that sleep probably might provide an incubation gap, but not a facilitating environment serving the purpose of problem solving, at least with regard to ill-defined problems.

Interactive video game-based approaches improve mobility and mood in older adults: A nonrandomized, controlled tri̇al

Background and purposeRecently, technology-based approaches have become more frequently used in the field of rehabilitation. The aim of this study was to evaluate the effectiveness of interactive video games on mobility, general mood, and quality of life and compare them with physical activity approaches in older adults. MethodsNinety-one residents of a nursing home were assessed and 58 volunteers who met the criteria were included in the study. Participants in Group I (n = 16) participated in a 30-min exercise program using the “Nintendo Wii Fit Plus” twice a week for 8 weeks. Group II (n = 14) participated in a physical activity program consisting of a bicycle ergometer and treadmill for the same duration. Participants were assessed pre- and post-intervention for functional mobility, general depression, and quality of life.The "Wilcoxon Signed-Rank" test was used to compare the pre- and post-treatment outcomes. The Kruskal-Wallis analysis of variance (post hoc Tukey's HSD test) was used to evaluate differences between the groups. Resultsand Discussion: Post-intervention, the scores in the Berg Balance Scale increased significantly for GI and GII compared to the control group (p = 0.001, p = 0.002) Timed Up and Go Test improved for GI (p = 0.001) and 10-Meter Walk Test improved for GI (p = 0.003). Although there was a significant change in Hamilton depression score for GI and GII (p < 0.005), between-group differences were not significant. ConclusionsBoth programs demonstrated significant improvement in in all parameters. However, video-based program was more effective than physical activity, especially in mobility and balance parameters.

Evaluation of the exercise intensity generated by active video gaming in patients with cystic fibrosis and healthy individuals

BackgroundAdherence of patients with cystic fibrosis (CF) to exercise is challenging. Here we compared the physiological responses during the use of interactive video games (VG) with the cardiopulmonary exercise test (CPET) in healthy and CF subjects. MethodsCross-sectional study including CF and healthy (CON) subjects older than 6 years. Individuals were evaluated in two visits. At visit one, anthropometric measures, spirometry and CPET were performed. In the second visit, a physical activity questionnaire was applied and gas analyses performed during the use (10 min) of both Nintendo Wii (Wii Fit Plus: (1) Obstacle Course, (2) Rhythm Boxing and (3) Free Run) and Xbox One (Just Dance 2015: (1) Love Me Again, (2) Summer and (3) Happy). ResultsTwenty-five CON and 30 CF patients were included. The mean FEV1 (%) was significantly lower in the CF group compared to CON. There were no differences between groups at peak exercise (CPET) for heart rate (HR), oxygen consumption (VO2) and minute ventilation (VE). In the CON group, games 2 and 3 (Xbox) and game 3 (Nintendo) increased HR to values similar to the anaerobic threshold (AT), while for the CF group this occurred for games 2 (Xbox) and 3 (Nintendo). As for VO2 and VE, both groups obtained similar responses as compared to AT values in games 2 (Xbox) and 3 (Nintendo). ConclusionThe use of VG generated a cardiorespiratory response similar to AT levels found during CPET, indicating that it may be an alternative for exercise training of CF individuals.

Encouragement in videogame interactions

This paper explores how participants encourage each other in videogame interactions in private settings. It aims to contribute to a better understanding of encouragement as multimodal practice in videogame interaction. In the paper we focus especially on a comparison of encouragements and instructions and argue that they are used differently: encouragements show another sequence structure than instructions, occur in particular contexts and are characterized by a specific turn design. We consider two types of encouragements. First we analyze encouragements occurring after a display of demotivation and projecting indices of re-motivation of the co-participant. Then we show encouragements produced to incite the encouraged player to continue his ongoing gaming action. This type of encouragements occurs when the instructed action is already going on and it is characterized by lexical repetition and a particular rhythmicity. Our study draws on a corpus of 21h video recorded mostly multiplayer videogame interactions in French.

Kinect Adventures versus physical exercise on depressive symptoms of older adults: A pilot study

Abstract Introduction: Depressive and anxiety disorders are considered the main cause of emotional suffering and decrease of quality of life among older adults. It has been suggested that the practice of physical exercise can be a treatment option for anxiety and depression. Alternative approaches such serious games show promise for reducing depression symptoms. Objective: To compare the effect of virtual reality, in the form of commercially available interactive Kinect Adventures video games, compared to a standard physical exercise program on depressive symptoms of older adults. Method: This is a pilot study, parallel group, single-blind randomized controlled pilot trial that recruited two intervention groups: Interactive Video Game Kinect Adventures (IVG, n=8) versus usual physical exercise program (PEP, n=6). The two groups completed a seven week program with a total of fourteen 60-minute sessions divided into two sessions a week. The IVG completed individual training sessions using the Microsoft Xbox Kinect Adventures games and the PEP performed a group exercise program. Depression symptoms were measured using the Geriatric Depression Scale (GDS-15). This measure was assessed pre-intervention, post intervention and at 30-day follow-up. Results: There was a significant effect of assessment without group effect or interaction between factors, in the GDS-15 (RM-ANOVA, P &lt; 0.0001). Both groups showed improvement in the GDS-15 post intervention assessment that was maintained after 30-day follow-up (Bonferroni post hoc test, P &lt; 0.05). Conclusion: The results of this study suggest that both Interactive Kinect Adventures video games and physical exercise provide beneficial effects on depressive symptoms of older adults.

Активизация словаря прилагательных (признаков) дошкольников с общим недоразвитием речи средствами интерактивной компьютерной игры

Активизация словаря прилагательных (признаков) дошкольников с общим недоразвитием речи средствами интерактивной компьютерной игры

Biofeedback Based Home Balance Training can Improve Balance but Not Gait in People with Multiple Sclerosis.

Background Impaired balance is common in people with multiple sclerosis (MS) and can be present even in those with a mild disability level. With increasing disability, gait, and balance impairment progress, and lead to increased risk of falls. In some recent studies, interactive commercial video games were used for improving balance, but their limitation is their lack of individual training parameter settings needed for rehabilitation purposes. The aim of this study was to evaluate the feasibility and effect of balance exercise in the home setting using the rehabilitation Homebalance® system. Methods A single-centre, controlled, single blind study with allocation to intervention group or to control group was utilised. Participants were assessed at baseline, after four weeks of home-based balance training, and follow-up after four weeks. The primary outcomes were the Berg Balance Test (BBT). The secondary outcome measures included the Mini-BESTest, Timed Up, and Go Test (part of Mini-BESTest), and spatio-temporal gait parameter evaluation using the GAITRite instrument. The patient reported outcomes (PRO) included the 12-Item MS Walking Scale, Activities-specific Balance Confidence Scale, and the Falls Efficacy Scale. Results A total of 39 people with Multiple Sclerosis (10 men) were enrolled into the study. The mean age of participants was 40.69 ± 10.2 years, with a mean disease duration 14.76 ± 9.1 years and mean disability level 3.8 ± 1.9 EDSS (EDSS range 1.5–7). Statistically significant improvements within the home exercise group were present for the BBT and the Mini-BESTest. This improvement was more significant in the subgroup with moderate and higher disability (EDSS 4.5–7). All other gait parameters and PRO did not show any improvement. Follow-up assessment after four weeks showed that the reached improvement persisted for a short time period after finishing the regular training regimen. Conclusion In comparison with no intervention, a short-term programme of home-based balance training using Homebalance® improved balance but not gait performance in a group of people with MS. It seems that home-based balance training tailored according to individual needs by a physiotherapist may be a future approach to consider for telerehabilitation of people with MS.

Interactive game as a means of developing extracurricular activities in informatics

Problem and goal. The article describes the processes of development of methods of teaching computer science in the organization of extracurricular activities, which contributes to the effectiveness of teaching computer science through the use of games and game forms of organization of extracurricular activities. The aim was to identify the features of the development of an interactive computer game, which is characterized in that it combines all the topics of the course of computer science grades 5-8 and allows to use the tools of an interactive whiteboard, combining them into a single system (grouping objects, working with layers, etc.), and also provides the ability to play using mobile devices, both in the classroom and remotely. This allowed us to take into account the peculiarities of the method of using interactive games in the process of teaching informatics in the conditions of extracurricular activities of students in grades 5-8 and to assess the effectiveness of training, increase motivation and consolidation of students’ knowledge in informatics and increase interest in the subject “Informatics”. Methodology. The development of a specially designed interactive game in the process of teaching informatics in the conditions of extracurricular activities of students in grades 5-8 is carried out by analyzing the possibility of didactic features of extracurricular activities in informatics of schoolchildren in grades 5-8, studying the psychological and pedagogical aspects of teaching students in the conditions of extracurricular activities in informatics using interactive games, observation, organization and conduct of pedagogical experiment and analysis of its results. Results. The possibilities and role of interactive game in the process of teaching informatics in the conditions of extracurricular activities of schoolchildren are revealed. This theoretical justification for the use of interactive games as a tool for development of extracurricular activities in informatics for school students grades 5-8. On the basis of the obtained data, an interactive computer game was developed, introduced and tested as a means of developing extracurricular activities in computer science, the contents of interactive game tasks were selected and systematized, the effectiveness of the method of using interactive games in extracurricular activities in computer science was tested. Conclusion. The results allowed us to conclude that the effectiveness of the game is entirely determined by the extent to which it is implemented educational goals due to the state standard of secondary education in computer science and information and communication technologies. Creation and application of interactive games in extracurricular activities on informatics of pupils of 5-8 classes should take into account general didactic principles (scientific character, availability, systematicity, visibility, continuity, etc.), as well as specific didactic principles due to the use of the advantages of interactive whiteboard - adaptability and interactivity of learning, the implementation of computer visualization capabilities, the development of intellectual potential of students.

Cognitive-behavioral intervention via interactive multimedia online video game for active aging: study protocol for a randomized controlled trial

BackgroundDue to the progressive aging of the population, programs to promote active aging have been recommended. However, older adults have difficulty accessing them. Interventions administered through online video games may increase their accessibility, and complementing these with a smartphone app will likely increase adherence and allow for ongoing professional monitoring. The objective of this study is to evaluate the efficacy of a cognitive-behavioral intervention for active aging administered through an online interactive multimedia video game that includes a smartphone app companion. The secondary objectives are to analyze the moderators and mediators of the change in the outcome variables and to evaluate the adherence to the intervention.Methods/designA randomized controlled clinical trial will be conducted. Adults 45 years and older will be randomly assigned to a cognitive-behavioral intervention administered through an online multimedia video game that includes a smartphone app companion or to a control group that will receive online information on active aging (274 participants per group). The intervention will be administered in eight weekly 45-min modules. An investigator-blinded evaluation will be conducted using online self-administered tests at baseline, post-intervention, and 6- and 12-month follow-ups. The primary outcome will be mental health status as evaluated using the 36-item Short-Form Health Survey (SF-36) at post-intervention. Secondary outcomes will be emotional well-being, depressive symptoms, reinforcement, negative thoughts, self-reported memory, cognitive task performance, sleep hygiene behaviors, physical activity, eating habits, body mass index, social support, dropout, treatment adherence, and satisfaction with the intervention.DiscussionIf the results are favorable, this study would involve the development of the first evidence-based active aging promotion intervention based on a video game that includes a smartphone app companion, providing evidence on its efficacy, accessibility, and clinical utility.Trial registrationClinicalTrials.gov, NCT03643237. Registered 27 August 2018.

How Does Interactivity in a Video Game Render People Susceptible? A Mediating Role of Concrete-level Action Identity in Immersive Media

Action identification theory (Vallacher &amp; Wegner, 2012) posits that individuals become open to new meanings of actions when the actions are represented in their minds as concrete details (i.e., understanding actions as concrete identities), rather than abstract meanings (i.e., understanding actions as abstract identities). Based on this, we predicted that video game interactivity renders players susceptible to new ideas of actions performed in a video game, by causing them to conceive the actions as concrete details. In a 2 (medium type: interactive vs. non-interactive) x 2 (meaning of hunting: beneficial vs. harmful) between-subjects experiment (N = 111), participants played or watched a hunting simulation game, then expressed their agreement on a news article reporting either the benefit or harm of hunting. The interactivity group, compared to the non-interactivity group, described their game experience as concrete actions, indicating that they construed actions as concrete identities. Further, these concrete identities led to greater agreement with the news article regardless whether benefit or harm of hunting was reported. These results suggest an indirect effect of interactivity on participants’ susceptibility to a new idea. Implications for using the mental representation approach in media-effect studies were discussed.

Wandering in the City: Time, Memory, and Experience in Digital Game Space

Wandering in the City: Time, Memory, and Experience in Digital Game Space

‘I don’t think you’re going to have any aborigines in your world’: Minecrafting terra nullius

The myth that justified the takeover of a continent lives on both in classrooms and in popular media. Drawing from classroom observations in an urban primary school in Australia, this article enters the technology in education conversation, more specifically through the use of videogames for learning. Based on classroom exchanges between teachers and students, we interrogate how the school’s use of Minecraft, a best-selling commercial videogame, continues to reproduce myths of settler colonialism in the twenty-first century. Specifically, the curriculum mobilizes structures inherent to both Minecraft and modern Australia’s treatment of its Indigenous populations. That is, both classroom and videogame interactions reproduced the myth of terra nullius: the doctrine which determined that land, prior to colonization, was empty and unowned, and therefore available for settlement by the colonizer. We conclude that within videogames and classrooms, students’ voices manage to interrogate the curriculum, resisting the reproduction of erasive coloniality in school.

A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders

BackgroundGame-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. MethodA total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. ResultsResults show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. ConclusionsConsidering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies.

Effect of an Educational Video Game for Diabetes Self-management on Adherence to a Self-care Regimen in Children with Type 1 Diabetes

Background: Type 1 diabetes is known as the most common endocrine disorder in children which requires strict adherence to self-care regimen. Accordingly, children’s exposure to educational video games can be a strategy for promoting adherence to such regimens. Aim: The main purpose of this study was to investigate the effect of an educational video game for diabetes self-management on adherence to self-care regimens in children with type 1 diabetes. Method: This two-group randomized clinical trial was conducted on 68 children aged 8-12 years affected with type 1 diabetes and admitted to Akbar Children’s Hospital in Mashhad, Iran, during 2018. A self-care package for children with type 1 diabetes was extracted using a review method. The intervention group played the designed interactive video game. Data were analyzed in SPSS software (version 16) through independent t-test and Mann Whitney U test. Results: Both study groups were homogeneous in terms of demographic characteristics. Based on the results of independent t-test, no significant difference was observed between the intervention (77.5±10.1) and control groups (78.7±7.4) regarding mean self-care scores before intervention (P=0.57). However, mean self-care score in the intervention group (82.9±7.8) was significantly higher than that in control group (77.3±7.7) after the intervention (P=0.57). Intra-group comparisons also confirmed the above-mentioned findings. Implications for Practice: The designed educational video game could significantly improve children’s self-care scores. Given that Internet-based video games can be manipulated and quickly updated, it was suggested to compare online and offline video games in future studies.

Problematic interactive media use in teens: comorbidities, assessment, and treatment.

Problematic Interactive Media Use (PIMU), aka internet or video game addiction, is increasingly presenting to pediatricians for care. The majority of youth now use mobile media almost constantly to communicate, learn, and entertain themselves, but for some, uncontrolled video gaming, social media use, pornography viewing, and information-bingeing on short videos or websites contribute to functional impairment. PIMU can result in academic failure, social withdrawal, behavioral problems, family conflict, and physical and mental health problems. There is no formal diagnosis to describe the spectrum of PIMU behaviors and therefore no standardized therapeutic interventions. Anticipatory guidance will help identify youth at risk and empower parents to recognize and prevent problems. In addition, epidemiology and etiology indicate that Attention-Deficit/Hyperactivity Disorder (ADHD), affective disorders, and Autism Spectrum Disorder (ASD) may predispose to and, in some cases, result from PIMU, offering opportunities for effective treatment by addressing underlying pathology that is manifesting itself in the interactive media environment. Efforts to establish evidence-based diagnoses, develop and evaluate therapeutic strategies, and to train clinicians in recognition and care of PIMU are reviewed.

Feasibility of a randomised controlled trial to evaluate home-based virtual reality therapy in children with cerebral palsy

Purpose Evidence is increasing for effective virtual reality therapy for motor rehabilitation for children with Cerebral Palsy. We assessed the feasibility of a virtual reality therapy mode of intervention, appropriateness of measures, and potential cost-effectiveness. Methods A 12-week, 2-group, parallel-feasibility trial (ISRCT 17624388) using Nintendo Wii FitTM at home. Children aged 5–16, with ambulatory Cerebral Palsy, who were able to follow simple instructions were randomised to two groups; one supported by physiotherapists (individualised activity programme), the other unsupported with children having free choice (control). Children were assessed in clinic at baseline, week 6, and week 12 by blinded assessors. Feasibility of the intervention was assessed via recruitment, adherence, and usefulness of measurement tools. Results Forty-four children were eligible (out of 48 approached): 31 consented, 30 were randomised, 21 completed the study; 10 in the supported group and 11 in the unsupported group. Nine children discontinued from tiredness, after-school activities, homework, surgery, technical difficulties or negative system feedback. The supported group completed 19 of 36 (IQR 5-35) possible sessions; the unsupported group 24 of 36 sessions (IQR 8-36). Gross Motor Function Measure scores varied by Cerebral Palsy severity after the intervention. There were no adverse events. Conclusion Virtual reality therapy offers potential as a therapeutic adjunct for children with Cerebral Palsy, warranting substantive confirmatory study. Gross Motor Function Measure, with modifications to improve sensitivity, appeared appropriate as a primary measure, with Timed up and Go test secondary. The intervention was inexpensive costing £20 per child. An explanatory trial to evaluate the clinical/cost-effectiveness of commercial system virtual reality therapy is feasible with minor methodological adaptation. Implications for rehabilitation Home-based interactive computer gaming was feasible, safe and cost effective as a therapy adjunct. Discontinue if additional pressures are present: imminent surgery, family resilience to technical difficulties, negative system feedback, after-school activities. Change in Gross Motor Function Measurement scores varied by severity of Cerebral Palsy.

Exercise-based games interventions at home in individuals with a neurological disease: A systematic review and meta-analysis.

The objective of this review was to summarize the current best evidence for the effectiveness, feasibility, user compliance and safety of exercise-based games (EBGs), including virtual reality and interactive video game interventions, for the rehabilitation of individuals with neurological disorders at home. We identified randomized controlled trials (RCT) evaluating the effects of EBGs in neurological patients in home settings by searching 3 electronic databases (MEDLINE, SCOPUS, CENTRAL Library) from inception to March 2018. All data pertaining to participants, interventions, outcomes, supervision and cost-effectiveness were independently extracted by 2 reviewers. Risk of bias was independently assessed by 2 reviewers. Reports of 11 RCT studies with heterogeneous populations (i.e., stroke, Parkinson disease and multiple sclerosis) were included in the review. The treatment of experimental groups included EBGs (i.e., commercially available games such as Nintendo Wii or Dance Dance Revolution or custom-designed devices), and control groups received a controlled (i.e., conventional therapy) or uncontrolled (i.e., usual care) intervention. Across studies, EBGs at home tended to have limited effects on upper and lower limbs. We demonstrated an increased risk of participants dropping out of the program or discontinuing training in experimental groups (n=51 participants) as compared with controls (n=23 participants). Few adverse events (2 of 6 studies), such as minor musculoskeletal pain, were reported in balance training. This systematic review reveals that EBGs seem a relevant alternative for rehabilitation at home because the effectiveness of these interventions was at least equivalent to conventional therapy or usual care. We give recommendations for the development of new EBG therapies.