Abstract
During the pandemic, online learning has become the main learning format for children and teens. For some students, social games have become an important communication channel to stay connected with their friends. Research has shown the positive and negative sides of playing social games. It is important to discover if social games can benefit children and teens. This systematic review surveyed the literature by exploring how social games have been adopted and perceived by children and teens. Using the PRISMA review framework, we carried out three rounds of systematic selection in five databases: PsycINFO, Education Source, Web of Science, ACM Digital Library, and IEEE Xplore Digital Library. The final sample includes 8 articles. The types of social games involved in these studies include location-based games, language play games, educational games, affective social games, health games, and intelligent tutoring games. Results indicated that it is important to research the use and perception of social games by children and teens and that there is a research gap that should be addressed in this field.
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We thank all the reviewers for their constructive comments.
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Li, S., Li, E., Yuan, X. (2022). Online Social Games in the Eyes of Children and Teens: A Systematic Review. In: Fang, X. (eds) HCI in Games. HCII 2022. Lecture Notes in Computer Science, vol 13334. Springer, Cham. https://doi.org/10.1007/978-3-031-05637-6_15
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