ABSTRACT Following the PRISMA 2020 guidelines, a gamification conceptual framework was proposed for children with Autism Spectrum Disorder's unique learning needs. This framework was obtained from an enhanced modelling cycle drawing on a systematic literature review (6,441 records) resulting in 42 quality empirical studies. The proposed framework takes the form of a five‐layer model that organizes the intervention process into the following layers: (1) Learner Profile, (2) Personalization Core, (3) Task Programming, (4) Support Systems, and (5) Measured Outcomes. The model includes Applied Behaviour Analysis, the MDA framework, and the Self‐Determination Theory, along with clinical principles of the SCERTS model and Universal Design for Learning. An analysis of the evidence‐based components of the review led to the identification of immediate feedback (85.7 percent), step‐by‐step progression (88.1 percent), and visual rewards (92.9 percent). The proposed framework has five interrelated layers that enable adaptive learning and interaction. The reported percentages reflect how often each design element was present across the reviewed studies, supporting the most consistent elements. These findings culminate in a structured framework that can be used to support programming learning and interaction skills for children with autism.
Ariffin et al. (Mon,) studied this question.