Table 2.

Theoretical basis and strategy of somatosensory game therapy.

Construction reasons	Theoretical basis	Construction elements	Appeal or strategy
Difficult to accept unfamiliar environments and groups	Theory of collective cultural games	Ecologically formed game groups	(1) Active gaming (2) Get along well with peers (3) Willing to play the role of ‘playmate’ (4) Accepting diverse social contexts
Emotions are difficult to control, and the demand for children’s safety in games increases	The relationship between game space design and the possibility of children participating in games	Virtual game scenarios and personalized game spaces	Simulate real-life scenarios The limited area of the venue ensures the safety of children with autism (3) Can create personalized spaces
The research subjects often lack abilities in one aspect, but have unique talents in another aspect	Game elements are important factors for children with autism to improve their cognitive ability, interpersonal communication, and emotional well-being	Controllable and imaginative game elements	Must meet the visual preferences of ASD children Suitable for the development of autistic children’s abilities, controllable situations, and highly imaginative game elements. Design types that align with the game itself (such as sports and cognitive).
The emotional intervention of the research object is a long-term and uninterrupted healing process, and flexibility, mobility, and gradual progress are the requirements of healing	Non guided play therapy	Staged process implementation arrangement	Clarify the rules for game implementation (2) Visual game elements can be used to determine game rules (3) Visual game elements can be used to determine the game rules and refer to the child’s healing status based on the game clearance process, as a basis for emotional therapy in the next stage of children.