Investigating the Effect of Multi-sensory Games on Decrease of Male Students’ Dyslexia (Based on Goodman Theory) Specified for Elementary School Second Grade in Aligudarz City

Malekian, Faramarz; Askari, Behnaz

doi:10.1016/j.sbspro.2013.06.351

Cited by 9 publications

(12 citation statements)

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“…These exercises can be categorized into six types of errors that frequently appear in the analyzed text. Malekian & Askari (2013) have done a survey on the effect of multi-sensory games among male students with dyslexia. The purpose of using multi-sensory games is to assist reading and spelling among children with dyslexia because they are unable to learn letters and words from common instructions at schools and require special instruction to attract their attention.…”

Section: Virtual Learning Environmentsmentioning

confidence: 99%

“…Fifteen out of twenty-five studies (Abdullah et al, 2009;Al-Edaily et al, 2013;Arendal & Brandt, 2005;Chiang & Liu, 2011;Diraa et al, 2009;Hornickel, 2012;Khakhar & Madhvanath, 2010;Malekian & Askari, 2013;Moe & Wright, 2013;Ndombo et al, 2013;Rekha et al, 2013;Rello & Baeza-Yates, 2014;Rello et al, 2012;Schiavo & Buson, 2014;Tzouveli et al, 2008) indicate that the use of assistive technologies to improve reading among learners with dyslexia. It is noticeable that reading can be improved either directly or indirectly.…”

Section: Readingmentioning

confidence: 99%

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A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

Jing¹,

Chen²

2017

JCSHD

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Dyslexia is a language disorder that leads to difficulty with words and it is the most common type of learning disability. This article presents a systematic review on the current state of assistive technologies used in improving the learning process of learners with dyslexia. A total of 25 journals articles and international conference papers published between 2000 and 2014 were included in the review. The research articles were collected from 12 databases and analyzed based on the qualitative cyclical process. A majority of the studies focused on children and adolescents. Four main themes on the types of technologies used in aiding the learning process of learners with dyslexia are derived and discussed. These include text-to-speech, eye-tracking, virtual learning environments, and games. The text-to-speech technology is the most common type of technology used by learners with dyslexia. In terms of the roles played by the assistive technologies, another four emerging themes are identified, which cover the roles of aiding reading, writing, memory, and mathematics. The review also discovers that a majority of these studies focus on the use of technologies for improving the reading ability of learners with dyslexia. Keywords: Assistive technology; Dyslexia; Research review; Learning

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Section: Virtual Learning Environmentsmentioning

confidence: 99%

Section: Readingmentioning

confidence: 99%

A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

Jing¹,

Chen²

2017

JCSHD

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“…Many studies investigated the significant improvement of student"s motivation, interest, and participation using gamified application as learning tools [15]. While dyslexic children may have issues with motivation [5], the use of gamification approach becomes importance as motivational affordances.…”

Section: Design and Implementation 41 Design Of Learning Modelmentioning

confidence: 99%

“…Some researchers develop gamified learning application for dyslexia [11] [12] [13] [14], but they did not specify which game elements they utilize, nor investigate its effect. Malekian and Askari investigates the effect of multi-sensory games on children with dyslexia, yet they focus on the impact of multisensory approach, not the gamified aspect [15]. Current study by Daniel Gooch et al explore the use of gamification platform in order to foster the motivation of students with dyslexia [5].…”

Section: Introductionmentioning

confidence: 99%

LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia

Saputra¹

2015

IJCA

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As a specific learning disability, dyslexia is not curable, yet manageable. Dyslexia management is usually conducted as extra learning program using multisensory method which is called remediation. However, some studies indicate that students with dyslexia have lower motivation in learning than students without dyslexia. This research design a learning model for dyslexic children, termed LexiPal, using gamification approach as motivational affordances. The proposed model incorporates 7 game elements: story/theme, clear goals, levels, points, rewards, feedback, and achievements/badges, to improve desired psychological outcomes, namely engagement, enjoyment, and motivation. The developed application, based on Windows Presentation Foundation (WPF) technology, was evaluated to dyslexic children (n = 40) through 2 steps, qualitative and quantitative step. Qualitative step using observation was intended to observe the engagement of dyslexic children when using the application. Quantitative step using simple Q&A adopted from questionnaire was purposed to confirm whether dyslexic children feel enjoyment and motivated when and after using the application.

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“…Todos estes jogos podem ser aplicados enquanto resposta educativa a crianças com dislexia, no sentido de despertar o seu interesse pela leitura e escrita, exercitar áreas mais fragilizadas e aprofundar conhecimentos que já foram trabalhados de forma mais tradicional, encontrando formas alternativas e pessoais de ultrapassar eventuais barreiras com que se confronte ao longo do seu percurso escolar. No caso das crianças com dislexia, a literatura tem demonstrada que esta estratégia é particularmente válida, já que ao serem confrontadas com formas alternativas, lúdicas e multissensoriais, estão indubi-tavelmente a potenciar a sua memória e as aprendizagens que dela decorram (Macedo, Petty & Norimar, 2000;Moats & Dakin, 2008;Malekian & Askari, 2013).…”

Section: Introductionunclassified

Os jogos de (e com) palavras como resposta educativa a crianças com dislexia: algumas propostas<br>Word games (and games with words) as an educational response to children with dyslexia: some proposals

Mangas

2017

Saber e Educar

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Dyslexia is a Specific Learning Disorder which affects a significant number of children and that can be identified in the early years of schooling. This identification should lead to early and specialized intervention that is focused on the children's difficulties and, on the other hand, motivates them to learn, through differentiated methodologies. Play activities, such as word games, place children with dyslexia in an active role, by reflecting on the lexicon and its components, reinforcing, through metacognitive strategies, the connections between the spelling and phonological patterns of words. The article intends to present a reflection on the potential of these games as an educational response to children with dyslexia, including some practical proposals that are easily applicable in the preventive and/or re-educational scope.

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Investigating the Effect of Multi-sensory Games on Decrease of Male Students’ Dyslexia (Based on Goodman Theory) Specified for Elementary School Second Grade in Aligudarz City

Cited by 9 publications

References 1 publication

A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

A Research Review: How Technology Helps to Improve the Learning Process of Learners with Dyslexia

LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia

Os jogos de (e com) palavras como resposta educativa a crianças com dislexia: algumas propostas<br>Word games (and games with words) as an educational response to children with dyslexia: some proposals

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