Therapeutic Games Research Articles

The Effectiveness of Applying Artificial Intelligence in Sick Children's Communication.

Pediatric nursing students are required to be taught how to overcome their own psychological stress during their internship in order to understand sick children's emotional reactions, as well as to be able to interact and communicate with such children. This quasi-experimental study proves that the application of AI image health education e-books by the nursing teacher is more effective than traditional paper handout teaching materials in improving nursing students' self-efficacy when using therapeutic games to deal with and reduce sick children's fears of medical examinations and treatments (p < 0.05). AI-driven tools can enable the development of personalized e-learning materials that target specific areas for cognitive improvement. This targeted approach can enhance knowledge retention and skill development, resulting in better-prepared healthcare professionals.

Game Products: Innovative Pathways for Nursing Education and Clinical Training

To excel in their work, nurses must have specialized tools to support their tasks and professional development. Games, as a crucial pathway to achieving nursing education and clinical training goals, demonstrate significant potential and application value, making them an innovative product. Nursing education games come in various forms, including virtual reality, augmented reality, tabletop, and digital, and may be designed as needed for individual, two-player, or team play (Avşar et al., 2023; Bermejo et al., 2023; Tsai et al., 2024). These games, beyond their entertainment value, have clear educational objectives embedded in their design. Through levels, challenging tasks, and reward mechanisms, they stimulate learning enjoyment and promote nursing development. In this column, experts and scholars in the field of nursing engaged in game development share their experiences and achievements. Integrating games into nursing delivers a wealth of tools and resources for nursing education and clinical practice, offering immersive learning experiences, instant feedback, and individualized learning paths. For nursing students, gamified products offer safe and risk-free learning environments in which they can practice critical tasks and make decisions in simulated medical scenarios, increasing their clinical experience and confidence and enhancing their clinical judgment and decision-making skills (Wu et al., 2023). For patients, many therapeutic games have already been designed that use gameplay to improve health by facilitating user engagement in rehabilitation exercises, promoting healthy eating, and fostering social interactivity (Tsai et al., 2024). For nurses, various games are being used to promote continuous professional growth in an interactive and enjoyable learning environment, improving overall quality of care and job satisfaction (Hsieh et al., 2023). In summary, the application of game products in nursing education and clinical training has introduced new learning and training models that provide multifaceted benefits for nurses, nursing students, and patients. We hope that readers will gain a deeper understanding of related game products after reading this column and use games effectively to enhance nursing quality.

Neurogaming in Virtual Reality: A Review of Video Game Genres and Cognitive Impact

This work marks a significant advancement in the field of cognitive science and gaming technology. It offers an in-depth analysis of the effects of various video game genres on brainwave patterns and concentration levels in virtual reality (VR) settings. The study is groundbreaking in its approach, employing electroencephalograms (EEGs) to explore the neural correlates of gaming, thus bridging the gap between technology, psychology, and neuroscience. This review enriches the dialogue on the potential of video games as a therapeutic tool in mental health. The study’s findings illuminate the capacity of different game genres to elicit varied brainwave responses, paving the way for tailored video game therapies. This review contributes meaningfully to the state of the art by offering empirical insights into the interaction between gaming environments and brain activity, highlighting the potential applications in therapeutic settings, cognitive training, and educational tools. The findings are especially relevant for developing VR gaming content and therapeutic games, enhancing the understanding of cognitive processes, and aiding in mental healthcare strategies.

THE EFFECT OF THERAPEUTIC GAME EDUCATION ON PHYSICAL HEALTH IN CHILDREN WITH BACK MUSCLE WEAKNESS

The aim of this study was to investigate the effect of therapeutic play training on physical health in 10-12 year old children with back muscle weakness. Experimental research model was used in the study. According to the results of the Functional Movement Screening test, 16 children (8 Study, 8 Control) with back muscle weakness were included in the study as participants. According to the pre-test analysis results, children with weak back muscles were given therapeutic play training with 7 different games adapted to increase healthy posture and physical development for 8 weeks and 3 days a week. At the end of the therapeutic game education application process, the FMS test (post-test) was administered to the children again and the results were recorded. The groups were homogeneously distributed, independent sample t-test was used to determine the difference between the research and control groups, and paired sample t-test was used to compare the data within groups. All statistical values obtained were evaluated at 95% confidence interval and significance was evaluated at p&amp;lt;0.05 level. According to the findings obtained from the study, a statistically significant difference was found when the FMS pre-test-post-test results of the children in the study group, in which therapeutic games were applied, were analyzed (p&amp;lt;0.05). As a result of the FMS pre-test before the education program was started, it was determined that 7 of the 8 participants, who could not reach a sufficient score and whose back muscles were found to be weak, reached a sufficient score according to the FMS post-test results after the applications, and only 1 participant showed positive development although he could not get a sufficient score. When the FMS pre-post test results applied to the control group were examined, it was determined that there was no statistically significant difference p&amp;gt;0.05.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Gamified Assessment of the Emotion-Regulation Abilities in Youths: Validation of the REThink Online Game-Based Assessment System.

Objective: Emotional problems in the youth population are a major issue that can have a significant negative impact for their future development as adults. Their emotion regulation (ER) abilities represent a preventive measure for those emotional problems. REThink is an online therapeutic game that was proved to be effective in rigorous studies, and is based on the rational emotive behavioral therapy, with seven levels built to train various emotional regulation skills. Each level has a section that can be used for the assessment of the targeted skills within the level. The present study aimed at investigating the reliability and validity of the evaluation modules from the REThink game regarding the assessment of ER abilities in children/adolescents. Methods: In accordance with established guidelines, 110 children and adolescents aged 8-14 years old were recruited. Following parental informed consent, the participants filled out the standard questionnaires and, subsequently, they played the evaluation module of the REThink game. The reliability aspect was investigated by evaluating internal consistency, while validity was evaluated by using concurrent and predictive validity analyses. Results: The results revealed statistically significant positive associations between the game scores obtained by the participants and the emotion regulation scale. In terms of predictive validity, there were significant negative associations between game scores and the presence of emotional and behavioral problems. Moreover, in terms of the reliability of the REThink game, an acceptable value for the internal consistency was observed. Conclusion: In conclusion, the REThink therapeutic game was proved to be a valid measure for assessing emotion regulation abilities in children and adolescents. Clinical Trial Registration No. NCT04788901.

Gamifying Therapy: A New Approach to Modern Therapeutics

The recent research trend advocates the application of new technological advances in therapy and rehabilitation. Applications of modern technologies are good candidates because they have the potential to prevent many diseases and engage young children in therapeutic interventions. Regardless of previous findings, novel approaches and planned strategic efforts can help several people with disabilities achieve a normal lifestyle by using 2D and 3D games in therapeutic intervention. As we know, the design of biofeedback-based therapeutic games is full of challenges, from data collection to standardization and commercialization. Since this field requires periodic development from Time to Time due to rapidly changing technology and societal demands, this article explains the background of the therapeutic benefits associated with play therapies and their effectiveness in children. This article examines alterations in children’s performance by modifying various aspects of gameplay. Throughout the study, both a blinded physiotherapist and a training physiotherapist were involved. Parameters such as biting, spoon-feeding, chewing, drinking, and swallowing were adjusted and observed. The Functional Feeding Assessment (FFA) and the Bayley Scales of Infant Development (BSID-II) scores were then analyzed and compared between groups based on their respective scoring systems. By comparing the training group and control group for the given parameters, we got p-values of Biting 0.027, Spoon Feeding 0.047, Chewing 0.040, Drinking 0.050, Swallowing 0.060, and t- value Biting 0.092, Spoon Feeding 0.463, Chewing 0.856, Drinking 0.118, Swallowing 0.131. Children’s behavior to play on computers and mobile is transformed into valuable applications for preventing, treating, and training children with oral motor and speech disorders. This gaming therapy benefits children with oral motor skills and CP disability.

Therapeutic games to reduce anxiety and depression in young people: A systematic review and exploratory meta-analysis of their use and effectiveness.

The development of serious games for mental wellbeing is a topic of growing interest. The increase in acceptance of games as a mainstream entertainment medium combined with the immersive qualities of games provides opportunities for meaningful support and intervention in mental wellbeing. We conducted a systematic review and exploratory meta-analysis to examine if aspects of the interventions influenced outcomes as measured via overall effect sizes. We employed a multilevel meta-analytic approach to accommodate the interdependency of effect sizes (18 effect sizes from 14 studies, with 2027 participants). Overall, the main effect for gaming interventions on any outcome variable was small to medium sized, d = .35 (confidence interval [.23, 47], p < .001). Results revealed that the only significant moderator was the nature of the intervention. Specifically, only interventions that included a rational emotional behavioural focus significantly predicted an improvement in depression and/or anxiety in participants. The findings reveal promising effects for therapeutic games for mental health, but replications are needed, alongside the addressing of methodological and procedural concerns.

The Impact of Virtual Reality (VR) Gaming and Casual/Social Gaming on the Quality of Life, Depression, and Dialysis Tolerance in Patients With Chronic Kidney Disease: A Narrative Review.

This comprehensive narrative review aims to investigatethe impact of virtual reality (VR) and social gaming on the quality of life, depression, and dialysis tolerance in patients with chronic kidney disease (CKD), a growing global health concern affecting the quality of life and increasing mortality rates. Through a combination of exercise and video games, exergaming, and digital game therapy (DGT), sedentary risks can be mitigated and therapy adherenceenhanced. Despite potential side effects such as exhaustion and nausea, research indicates that virtual therapeutic games improve motivationand dialysis tolerance, and even reduce brain activity in pain-associated regions during procedures. These methods are superior to traditional distraction techniques like music, movies, and toys. Exergaming, social gaming, and VR gaming can improve various health factors including depressive symptoms, functional capacity, muscle strength, fatigue, physical activity, mental health, motivation, engagement, cognition, and overall quality of life for CKD patients. Representing a novel approach to CKD management, these interventions promote physical activity, cognitive stimulation, and social interaction. Continued research and innovation will facilitate the integration of VR-based therapies into routine CKD care.

Therapeutic communication skills level among students undertaking the pediatric nursing course and the associated influencing factors

AimThe present study to determine the level of therapeutic communication skills among the students undertaking the pediatric nursing course and explore the associated influencing factors. MethodsThis descriptive cross-sectional study was conducted with 140 nursing students who took the pediatric nursing course. Data were collected using a Nursing Student Information Form and the Therapeutic Communication Skills Scale for Nursing Students. The mean and percentage calculations, t-test, ANOVA test, and regression analysis were conducted to analyze the correlations between the participants' descriptive characteristics and their mean scores on the scales. ResultsThe participants' mean scores obtained on the total Therapeutic Communication Skills Scale for Nursing Students and all of its subdimensions were observed to have a statistically significant correlation with variables such as gender, grade point average, willingness to select the nursing department, satisfaction with the nursing department, difficulty in establishing communication, perceived ability to establish social relations, difficulty in communicating with a child, perception of childhood life, experience with child care, fondness for children, interest in playing therapeutic games with children, and perceived ability to communicate with children. In Model 1, certain descriptive characteristics (satisfaction with the nursing department, difficulty in communicating with a child, experience with child care, interest in playing therapeutic games with children, and perceived ability to communicate with children) explained 52.4% of the therapeutic communication skills scores of the pediatric nursing students and were statistically significantly. ConclusionsIn this study, it was determined that some of the descriptive characteristics of the students who took the pediatric nursing course had a significant effect on their therapeutic communication skills. Implications for practiceIn order to develop the therapeutic communication skills of students undertaking a pediatric nursing course, it is necessary to support these students with a standard curriculum that includes student-centered, innovative, and interactive educational methods, such as role play, case analysis, and video-based learning. It is also recommended to conduct comparative studies on different educational approaches for nursing students undertaking pediatric nursing courses or meta-analyses to evaluate the effectiveness of such approaches.

The Effect of Play Therapy on Children's Anxiety Level Age 4-6 years During Hospitalization at the Kronjo Health Center

Anxiety is an emotional state characterized by consistent fear, tense mood, unstable state of mind, and increased blood pressure and body chemistry. This includes the cognitive perception of the behavioral, physical and social aspects of the emotion. Anxiety makes children uncooperative and creates difficulties in carrying out treatment. Usually children are more anxious during the waiting period before treatment and this time can be used for behavior management to minimize anxiety. Children's distraction provides an effective relaxing experience during painful treatment. Cognitive behavioral therapy (CBT) is a form of active distraction, in which children are encouraged to engage in activities that calm them from anxiety. Passive distraction includes audiovisual (AV) distraction, in which children remain still and engage in visual and auditory scenes. The aim of writing several systematic reviews is to compare the provision of image recognition play therapy in children aged 4-6 years. As a comparison or comparison is without play therapy. The outcome or outcome that is measured is anxiety. Articles were searched through the database from 2019 - 2020. Searches were obtained from the PUBMED database. The keywords used are “Play Therapy And Anxiety” or “Cognitive Behavioral Play Therapy (CBT) and Anxiety” Free full text in English or Indonesian. The subjects used were children aged 4-6 years. The research design was a randomized controlled trial. Based on the results of the study that the application of therapeutic games to children who are hospitalized reduces preoperative anxiety and can reduce postoperative pain, improve behavior and attitudes, and reduce anxiety during a hospital stay. Conclusion: play therapy has a beneficial impact on the care of hospitalized children and should be implemented in pediatric units after assessing the resources and training required for pediatric nurses.

The REThink Online Therapeutic Game: A Usability Study.

Children and adolescents' help-seeking behaviors are often limited by fear, uncertainty, and stigma, as well as challenges with finding the right intervention, help, and a lack of familiarity with the process. A promising direction for the development of therapeutic interventions targeted at children is embedding them into gamified interventions, known as therapeutic or serious games. The aim of this paper is to describe the protocol of the beta REThink therapeutic game and to evaluate the usability of the game in a sample of children and adolescents. The study was delivered in schools, where 137 children and adolescents aged between 9 and 16 years old played the levels of the REThink game, followed by filling in the usability questionnaire. The results show above average evaluations for all levels of the game, for every dimension evaluated, namely presence/immersion, enjoyment, learning effectiveness, narratives, goal clarity, adequacy of learning material, and motivation. This study contributes to the literature on the usability of cognitive behavioral therapy-based therapeutic games for improvements in the emotion regulation abilities of children and adolescents, which can guide researchers interested in testing the REThink game in different protocols, as well to encourage its use by mental health specialists and parents.

Preventing mental illness in children that experienced maltreatment the efficacy of REThink online therapeutic game

Exposure to child maltreatment (CM) is considered to predispose children to devastating consequences in terms of mental health. Thus, it is a public health priority to provide these children with early preventive interventions that are accessible on a large scale, adapted to their needs, and effective in supporting their mental health. Here we report a randomized control trial to test the efficacy of the REThink online therapeutic game, as compared with a Care as Usual (CAU) control group in the prevention of mental illness in maltreated children. Out of 439 children aged 8–12 that were recruited, 294 children with self-reported maltreatment histories were included in the current study, and were allocated, 146 participants in the REThink group and 148 participants in the CAU group. All children completed pre- and post-intervention assessments measuring mental health, emotion regulation, and irrational cognitions. We also tested potential moderators for these effects, such as the severity of CM and the security of parent attachment. Our results show that children receiving the REThink game intervention outperform the CAU group at post-test, showing a significantly lower level of emotional problems, mental health difficulties, use of maladaptive emotion-regulation strategies such as catastrophizing, rumination, and self-blame, and irrational cognitions. Moreover, children with higher CM severity benefit the most from the REThink game, while children with lower parent attachment security benefit the least. Future research is needed, to investigate the long-term efficacy of the REThink game in promoting the mental health of children exposed to CM.

Gamification to Support Adherence to a Therapeutic Ambylopia Treatment for Children: Retrospective Study Using a Focal Ambient Visual Acuity Stimulation Game

The gold standard treatment for amblyopia is patching the better eye. Improvement of visual acuity in the amblyopic eye is significantly impacted by the adherence to the patching therapy. It is known that the overall adherence is rather low. This retrospective study evaluated whether an updated version of attention-binding digital therapeutic games based on the principle of focal ambient visual acuity stimulation (FAVAS) would result in improved patient adherence in 4- to 16-year-old patients with amblyopia associated with anisometropia or strabismus. We analyzed electronically pseudonymized recorded data from patients treated with occlusion therapy and FAVAS therapeutic games. One group used an older version (2015) and the other group used a newer version (2020) that provided more attractive therapeutic games with tablet computer functionality. Objective adherence was calculated by comparing the number of minutes using the therapeutic games as monitored in the automatized logbook versus the prescribed number of minutes for using the games. Children in group 2015 (n=138) spent on average 2009.3 (SD 1372.1; range 36-5556) minutes using FAVAS; children in group 2020 (n=129) spent on average 2651.2 (SD 1557.1; range 38-5672) minutes using the newer version. Group 2020 spent on average 641.9 more minutes on FAVAS than group 2015 (t255.49=3.56, P<.001, d=0.45; 95% CI 0.69-0.20). Although patient adherence was very variable, compared to the 55.0% (SD 29.4%) in group 2015, it significantly improved up to 68.5% (SD 33.7%) in group 2020 (t254.38=3.48, P=.001, d=0.44; 95% CI 0.68-0.19). FAVAS 2020, with improved gamification aspect as well as tablet computer functionality, increased adherence significantly compared to the earlier version of FAVAS 2015, indicating that FAVAS 2020 could be an effective approach to support adherence to amblyopia treatment. German Clinical Trials Register (DRKS) DRKS00017633; https://drks.de/search/de/trial/DRKS00017633.

Help over harm: practical and ethical considerations for the evaluation and deployment of therapeutic games

PurposeThe aim of this paper is to collate and discuss a number of key issues regarding the development, deployment and monitoring of games designed for therapeutic purposes.Design/methodology/approachThe authors collate a number of core areas for consideration and offer suggestions regarding the challenges facing the field of therapeutic gaming.FindingsIn this paper, four major areas of interest are presented: ensuring and communicating therapeutic game effectiveness; data-security and management; effective game design; and barriers to therapeutic game uptake and engagement. Present implications of these issues are discussed and suggestions are provided for further research and to help move the field toward establishing consensus regarding standards of practice.Originality/valueThis paper represents, to best of the authors’ knowledge, the first of its kind in the field of therapeutic games to collate and address the core issues facing the development, deployment and growth of this potentially valuable medium.

Initial evaluation of a mobile therapeutic game for adolescent anxiety disorders

PurposeThis study aims to evaluate a novel mobile therapeutic videogame for adolescents with anxiety disorders (ADs), combining elements of cognitive-behavioural therapy and attention-bias modification, in terms of both its therapeutic efficacy over a controlled intervention and two-month follow-up, as well as the extent and implications of self-directed play.Design/methodology/approachA within-groups design with two parallel conditions [clinical anxiety (N = 16) and subclinical/at-risk (N = 15)] were measured on both self-reported anxiety and threat-detection bias (TDB) across three timepoints (pre- and post-intervention and two-month follow-up).FindingsSignificant reductions were observed in both self-reported state and trait anxiety and TDB over the course of the two-week intervention, which were maintained at follow-up. Engagement in self-directed play during the follow-up period significantly predicted outcomes at two-month follow-up for clinical participants.Originality/valueTo the best of the authors’ knowledge, this paper represents the first of its kind to evaluate a mobile therapeutic game designed with and solely for adolescents with ADs. This study also represents the first of its kind to examine the extent and implications of self-directed play for outcomes.

Positive Attention Bias Trained during the Rethink Therapeutic Online Game and Related Improvements in Children and Adolescents’ Mental Health

Attentional bias towards positive stimuli is considered a resilience factor for mental health and well-being. The aim of the present study was to analyze the effects of an attentional bias training for positive faces in a preventive therapeutic game for children and adolescents. The sample of 54, which consisted of children and adolescents aged between 10-16 years, played the REThink game, which included an attentional bias training level based on the visual search paradigm, where children had the task to quickly find the happy face among other angry faces. We measured mental health, and positive and negative emotions and analyzed their associations between changes in attention bias. Attentional bias indicators demonstrated acceptable reliability and results showed that increases in attentional bias towards positive faces were associated with improvements in children and adolescents' conduct problems, hyperactivity, and peer relationship problems. Overall, our results support the protective role of training attentional bias towards positive faces as part of a preventive therapeutic game for children and adolescents.

Progress in the Application of Therapeutic Games in Pediatric Care

Progress in the Application of Therapeutic Games in Pediatric Care

The Efficacy of Guided and Unguided Game-Based Cognitive-Behavioral Therapy in Reducing Distress in College Students.

Objective: College students` mental health is an international prioritized research subject. Dedicated interventions are constantly developed to be more suited, attractive, and effective and to reach as many students as possible. Our study aims to investigate the efficacy of an online game-based cognitive-behavioral therapy transdiagnostic intervention (REThink game) in reducing psychology students' distress. Method: Our sample consisted of 139 students (mean age 26.27; 17 male students and 122 female students) who voluntarily enrolled in our study, and they were randomly assigned to 1 of our 3 groups (REThink game without guidance n = 44; REThink game with guidance n = 46; or care-as-usual control group n = 49). They completed the pretest questionnaires (distress [negative functional and dysfunctional emotions], rational, and irrational cognitions), then they were offered to play the trial version of the REThink game, and after that, two specific levels focused on relaxation with mindfulness abilities, and on cognitive change emotion-regulation abilities. After completing the game, students in the REThink game with guidance received email support aimed to help them implement the skills learned in the game. Results: Results showed medium effect size improvements for the REThink game without guidance group compared to the control group in terms of dysfunctional negative emotions and improvements in irrational cognitions for both experimental groups compared to the control group. Conclusion: So far, the REThink therapeutic game proved to be a promising innovative, efficient, and highly accessible intervention for helping students manage distress. Trial Registration: ClinicalTrials.gov NCT04763954.

Using and Creating Therapeutic Games in Virtual Reality and the Player/Game/Therapy Model

Using and creating therapeutic games in virtual reality and the Player/Game/Therapy Model Virtual reality is used to treat a variety of mental health problems. However, it is not only another technological stage in the use of games in the therapeutic process, but it also brings with it a number of new psychic phenomena (e.g. presence, including embodiment), which change the nature of the game experience. On the other hand, the degree of experienced presence depends on a certain level of technological level, the current peak of which is the so-called fully immersive virtual reality. One of the ways to use virtual reality in the treatment of mental disorders is through direct or indirect therapeutic games. There are already many therapeutic games also in various degrees of virtual reality towards fully immersive virtual reality. The aim of this article is to present the use and creation of therapeutic games in virtual reality and another aim is to present a model composed of three components – player, game and therapy by Mader et al. (2012) for the creation of therapeutic games in virtual reality on the example of the development of an application for reducing procedural pain in patients with burns on the example of our own application Cold river. Virtuální realita se používá při léčbě celé řady psychických zdravotních obtíží. Není však jen dalším technologickým stupněm využívání her v terapeutickém procesu, ale přináší sebou i řadu nových psychických fenoménů (např. prezenci včetně embodimentu), které proměňují povahu zážitku ze hry. Na druhou stranu je míra zakoušené prezence závislá na určitém stupni technologické úrovně, jejíž dosavadní vrchol představuje tzv. vysoce imerzivní virtuální realita (fully immersive virtual reality). Jednou z možností, jak virtuální realitu při léčbě psychických obtíží využívat, je pomocí přímých nebo nepřímých terapeutických her. Existuje již velké množství terapeutických her také v různých stupních virtuální reality směrem k vysoce imerzivní virtuální realitě. Cílem tohoto článku je představit využívání a vytváření terapeutických her ve virtuální realitě a dalším cílem je představit model složený ze tří komponent – hráč, hra a terapie – autorů Mader et al. (2012) pro tvorbu terapeutických her ve virtuální realitě na příkladu vývoje aplikace pro snižování procedurální bolesti u pacientů s popáleninami a na příkladu naší vlastní aplikace Cold river.

State anxiety and frontal alpha asymmetry effects of the REThink online video game for children and adolescents: A six-month follow-up

BackgroundEmotional disorders are the most prevalent mental health conditions affecting children and adolescents. Thus, it becomes essential to develop and test early intervention strategies that are accessible and attractive as therapeutic strategies and can effectively improve youth's emotional and psychobiological reactivity to distress. MethodsA randomized control trial compared the prevention effects of a newly-developed therapeutic game based on Rational Emotive Behavior Education, REThink, to those of a standard, face-to-face group Rational Emotive Behavior Education (REBE) and those of a waitlist. Out of 142 healthy children and adolescents who completed the intervention stage, 137 completed follow-up assessment measuring subjective anxiety and biological stress reactivity in an impromptu speech task. ResultsNo differences were found between groups at follow-up in terms of subjective state anxiety variations between baseline, anticipation, speech and recovery. In terms of the psychobiological index, results showed an increase in left asymmetry for the REThink group at post-test and follow-up compared to pre-intervention levels. The same trend was found for the WL group, but not for the REBE group. ConclusionsPreliminary results suggest that decreases in the biological reactivity can be maintained in the long run following a therapeutic video game for children and adolescents. Future research needs to clarify the adequate usage of the therapeutic videogames to bring significant improvements in the psychobiological functioning of the youths.