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| # | Challenges and obstacles | Studies |
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| 1 | Sense of frustration and low self-esteem of children due to the lack of voice recognition or progress in playing game | [14, 39, 44, 47] |
| 2 | Ambient and environmental noise that affected the game performance | [30, 32, 33, 49] |
| 3 | Contradiction between game levels and the needs of target groups (the game was very difficult or too easy) | [14, 21, 52] |
| 4 | The game was challenging because it required two hands to play | [14, 21] |
| 5 | Children could not easily read words or phrases due to inadequate instruction | [14, 31] |
| 6 | Not all participants were willing to wear the headset microphone | [14, 42] |
| 7 | Delays in speech recognition | [40, 43] |
| 8 | The game did not recognize low tune voices, and children had to speak loudly | [30, 31] |
| 9 | The designed game did not provide feedback on accepting or rejecting children’s voices | [31] |
| 10 | One of the challenges at design phase was that each target phrase or word had to be carefully crafted to fit into the narrative of the game and this was very time-consuming, which could result in minimal content | [31] |
| 11 | Negative beliefs of SLP due to unavailability of games for their professional needs | [32] |
| 12 | Internet connection restrictions in client-server architectures | [34] |
| 13 | The games had no “levels” | [14] |
| 14 | The children found the record buttons difficult to manage and required multiple screen taps | [14] |
| 15 | Immobility of the system due to Kinect dependence | [43] |
| 16 | Different accents led to the lack of voice recognition | [43] |
| 17 | The proposed games were heavily dependent on the instructors | [46] |
| 18 | Problem in syllable detection in real time | [47] |
| 19 | Disagreement between clinician and the game in terms of the correct pronunciation of sounds | [52] |
| 20 | Young children could not work with the designed games | [29] |
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