Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities.

Three kids with developmental disabilities played a webcam game built in Scratch 2.0.

The game used augmented reality: kids saw themselves on screen and had to move their arms to pop virtual balloons.

Researchers ran an ABAB design. They measured strength scores during game play and during baseline periods without the game.

Strength scores went up every time the AR game was turned on.

Scores dropped when the game was removed, then rose again when it came back.

The pattern showed the game itself caused the gains.

Deserno et al. (2017) saw no gains when kids with developmental delays played motion games at home. They blamed poor game choice and tech glitches. The lab setting here kept quality high, so kids stayed engaged.

Anonymous (2025) took the idea further. They used headset VR plus a teaching plan called WISH→WON so kids with mild ID could play exergames alone after 16 PE classes.

Labruyère et al. (2013) also used VR games to drive physical effort. They tracked EMG and heart rate in kids with gait disorders and saw effort rise during hard game levels, matching the strength jumps seen here.

You can build a cheap motion game in Scratch, plug in a webcam, and see clear strength gains in a single session. If you run therapy in a clinic, start each block with five minutes of an AR warm-up game. Pick simple goals like “pop ten balloons” so movement stays fun and error-free. Track reps or force each day; the reversal pattern will show you if the game is the active ingredient.