This paper investigates the pedagogical basis of Adaptive Educational Hypermedia Systems (AEHS) that incorporate Learning Styles in order to accommodate user's learning style preferences and needs. Therefore, AES adapt the learning content, its presentation and navigation to the user's learning style preferences. We collect thirty three (33) Adaptive and Intelligent Web-based Educational Systems (AIWBES) that incorporate learning styles and discuss twenty of them, namely the AEHS, as the remaining are Intelligent Tutorng Systems. The main achievement of this work is the investigation of AEHS' pedagogical basis in terms of adaptation rules. We conclude that these systems follow similar patterns in their adaptation logic.

Autism spectrum disorder (ASD) has a significant impact on a person’s social, emotional, and communication functioning. According to research, individualized instruction can significantly improve these deficits. One of the most successful methods of achieving this outcome is by gaming platforms that provide serious games (SGs). This article is a systematic review study using the PRISMA diagram that delves into current research on the characteristics and design criteria of serious gaming platforms suitable for people with autism, presenting the benefits of using serious gaming platforms and highlighting the importance of differentiated strategy and planning, as well as disadvantages such as financial cost and complexity. According to the conclusions of this analysis, the bulk of these programs focus on prototyping and strengthening social and emotional abilities. It is also emphasized that platforms aiming at a bigger audience of persons with ASD, as well as a larger sample size, are required.