TY  - JOUR
AU  - Stasolla, Fabrizio
AU  - Curcio, Enza
AU  - Zullo, Antonio
AU  - Di Gioia, Mariacarla
AU  - Passaro, Anna
PY  - 2026
DA  - 2026/02/10
TI  - Advancing Mathematical Learning in Children and Adolescents with Autism Spectrum Disorder through Serious Games and Educational Robotics: A Mini Review
JO  - OBM Neurobiology
SP  - 323
VL  - 10
IS  - 01
AB  - Mathematical learning often presents persistent challenges for children and adolescents with Autism Spectrum Disorder (ASD) due to differences in Executive Functioning (EF), cognitive flexibility, and symbolic reasoning. These factors can hinder the development of numerical understanding and pre-mathematical reasoning, problem-solving, and abstract thinking, frequently resulting in disengagement and anxiety. In recent years, digital and embodied technologies—particularly Serious Games (SG) and Educational Robotics (ER)—have emerged as promising tools for transforming abstract mathematical concepts into interactive, multisensory learning experiences that align with the cognitive and sensory profiles of learners with ASD. This Mini Review synthesizes theoretical and empirical studies published between 2015 and 2025 examining the use of SG and ER to support pre-mathematical logic, engagement, and foundational mathematical reasoning in children and adolescents with ASD. Five empirical studies, involving participants aged 6-16 years, met the inclusion criteria and focused on domains such as arithmetic, sequencing, geometry, and logical reasoning, with particular emphasis on engagement, motivation, and learning processes. Integrating cognitive theory, neurodiversity perspectives, and empirical evidence, the Review highlights how SG and ER foster cognitive engagement, embodied reasoning, and inclusive participation in mathematics. Methodological and ethical challenges are also identified, including small sample sizes, limited ecological validity, and unequal access to technology. Future research directions emphasize the need for longitudinal, contextually grounded studies that combine educational innovation with ethical and inclusive design. Collectively, these insights aim to inform the development of inclusive curricula and teacher training programs that promote accessible, individualized, and sustainable mathematics education for learners with ASD.
SN  - 2573-4407
UR  - https://doi.org/10.21926/obm.neurobiol.2601323
DO  - 10.21926/obm.neurobiol.2601323
ID  - Stasolla2026
ER  -