Effectiveness of “Maghzineh” Cognitive Video Game on Reading Performance of Students with Learning Disabilities in Reading

Kashani-Vahid, Leila; Taskooh, Sahar Kazemi; Moradi, Hadi

doi:10.1109/isgs49501.2019.9047004

Cited by 6 publications

(4 citation statements)

References 20 publications

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“…Four studies on learning disabilities focused on learners' reading deficiency (e.g., reading disabilities and attention deficits, “Maghzineh,” reading training, multicomponent reading game) (Cassar and Jang, 2010 ; van de Ven et al, 2017 ; Kashani-Vahid et al, 2019 ; Görgen et al, 2020 ), while another four focused on reasoning and math-related solving skills (Margalit et al, 1987 ; Christensen and Gerber, 1990 ; Hollingsworth and Woodward, 1993 ; Bakker et al, 2016 ).…”

Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory (AT) was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component—(a) subject (learners with disabilities), (b) technology (game-based learning applications), (c) object (target skills or behaviours), (d) rules (implementation procedure and performance measures), (e) community (learners with disabilities, special education professionals, and parents), (f) division of labour (among learners, professionals, and parents) and (g) outcome (performance of target skills or behaviours). Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions (e.g., opposing views among experts on the role of educational games in social interactions). Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities.

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Section: Resultsmentioning

confidence: 99%

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

et al. 2022

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“…"Maghzineh" cognitive video game is used to improve the learning skills of students suffering from dyslexia. A quasi-experiment having a pretest-posttest design was conducted to examine the effectiveness of playing this game on the reading skills of the patients [22]. Twenty students with learning impairment were selected and were randomly divided into experimental and control groups with ten students each.…”

Section: Discussion and Resultsmentioning

confidence: 99%

“…One of the specific learning disorders is dyslexia which is a learning disability hindering a smooth pathway to become literate. It is a persistent deficit to reach a [3,15,19,20,[23][24][25][26][27][28][29][30][32][33][34][35][36][37][38][39][40][41][42][43][44][45] Word game 26 [13,14,18,[46][47][48][49][50] Action video game 8 [22,51,52] Strategy game 3 [21] Adventurous game 1 [53] Educational game 1 [54] Narrative game 1 [55] Puzzle game 1 4.9 given below shows the list of these games in existing literature from 2010 to 2020. Figure 4.3 signifies that most of the relevant research work has been done in the first category of word games.…”

Section: Discussion and Resultsmentioning

confidence: 99%

Game-Based Interventions as Support for Learning Difficulties and Knowledge Enhancement in Patients with Dyslexia: A Systematic Literature Review

Saeed

Alam

Azam

et al. 2021

EAI/Springer Innovations in Communication and Computing

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“…These strategies facilitate the acquisition of knowledge and skills and the organization of individuals' knowledge. Additionally, previous studies signified a significant relationship between active memory and intelligence profile (Kashani-Vahid, Kazemi Taskooh & Moradi, 2019). Neural imaging studies (Shen et al, 2020) reported that working memory rehabilitation significantly affects the neural activities of working memory-related brain regions and improves their performance.…”

mentioning

confidence: 96%

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Tahmasbnezhad

Pasha

Firoozjah

et al. 2021

PCP

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Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280). Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.

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Effectiveness of “Maghzineh” Cognitive Video Game on Reading Performance of Students with Learning Disabilities in Reading

Cited by 6 publications

References 20 publications

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective

Game-Based Interventions as Support for Learning Difficulties and Knowledge Enhancement in Patients with Dyslexia: A Systematic Literature Review

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

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