Measuring the Reading Abilities of Dyslexic Children through a Visual Game

Ludovico, Luca A.; Tore, Pio Alfredo Di; Mangione, Giuseppina Rita; Tore, Stefano Di; Corona, Felice

doi:10.3991/ijet.v10i7.4625

Cited by 9 publications

(8 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Another popular approach is to create a custom game based on theories of cognition or other previous research. For example, several papers in our review created games to detect dyslexia based on theories of visual-spatial attention [ 55 , 89 , 96 , 100 ]. As another example, McKanna et al [ 32 ] created 21 Tally , described as “blackjack played in two dimensions,” based on theories of divided attention.…”

Section: Resultsmentioning

confidence: 99%

The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

Wiley¹,

Robinson²,

Mandryk³

2021

JMIR Serious Games

View full text Add to dashboard Cite

Background Serious games are now widely used in many contexts, including psychological research and clinical use. One area of growing interest is that of cognitive assessment, which seeks to measure different cognitive functions such as memory, attention, and perception. Measuring these functions at both the population and individual levels can inform research and indicate health issues. Attention is an important function to assess, as an accurate measure of attention can help diagnose many common disorders, such as attention-deficit/hyperactivity disorder and dementia. However, using games to assess attention poses unique problems, as games inherently manipulate attention through elements such as sound effects, graphics, and rewards, and research on adding game elements to assessments (ie, gamification) has shown mixed results. The process for developing cognitive tasks is robust, with high psychometric standards that must be met before these tasks are used for assessment. Although games offer more diverse approaches for assessment, there is no standard for how they should be developed or evaluated. Objective To better understand the field and provide guidance to interdisciplinary researchers, we aim to answer the question: How are digital games used for the cognitive assessment of attention made and measured? Methods We searched several databases for papers that described a digital game used to assess attention that could be deployed remotely without specialized hardware. We used Rayyan, a systematic review software, to screen the records before conducting a systematic review. Results The initial database search returned 49,365 papers. Our screening process resulted in a total of 74 papers that used a digital game to measure cognitive functions related to attention. Across the studies in our review, we found three approaches to making assessment games: gamifying cognitive tasks, creating custom games based on theories of cognition, and exploring potential assessment properties of commercial games. With regard to measuring the assessment properties of these games (eg, how accurately they assess attention), we found three approaches: comparison to a traditional cognitive task, comparison to a clinical diagnosis, and comparison to knowledge of cognition; however, most studies in our review did not evaluate the game’s properties (eg, if participants enjoyed the game). Conclusions Our review provides an overview of how games used for the assessment of attention are developed and evaluated. We further identified three barriers to advancing the field: reliance on assumptions, lack of evaluation, and lack of integration and standardization. We then recommend the best practices to address these barriers. Our review can act as a resource to help guide the field toward more standardized approaches and rigorous evaluation required for the widespread adoption of assessment games.

show abstract

Section: Resultsmentioning

confidence: 99%

The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

Wiley¹,

Robinson²,

Mandryk³

2021

JMIR Serious Games

View full text Add to dashboard Cite

show abstract

“…The influence of memory and attention functions acquired in the structured environment of the learning program improved the awareness of the phonological structure of both children with and without dyslexia and induced a significant decrease in their spelling errors as well as they were able to generalize concepts and adopt rules based on their language (Kast et al, 2011). Ludovico et al (2015) created an AVG oriented to promote phonological and visuo-spatial attention training in dyslexic subjects aged between seven and nine years. They designed a game where the player while choosing syllables to reconstruct words, at the same time improves his own ability to relate graphemes to phonemes, and also develops the speed of reading.…”

Section: Sgs' Impact On Ddmentioning

confidence: 99%

Serious games in K-12 education

Papanastasiou

Drigas

Skianis

et al. 2017

PROG

View full text Add to dashboard Cite

Purpose The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017). Design/methodology/approach SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning. Findings Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Research limitations/implications Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to. Practical implications Learning through SGs has educational values that are based on learning concepts intrinsically motivating. Social implications Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication. Originality/value SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

show abstract

“…Los cinco documentos ordenados hacia las habilidades de lectura pueden igualmente subdividirse en: fonética (Ludovico, Di Tore, Mangione, Di Tore y Corona, 2015) y comprensión del texto (Bengoechea, 2009;Gerber y Onwuegbuzie, 2013;Michaelsen y Pihl, 2012;Pfannenstiel, 2016). El primero de ellos, Ludovico et al (2015), suscribe un análisis dirigido al mismo ámbito de estudio de Jiménez y Rojas (2008), utilizando la misma metodología descriptiva en niños disléxicos de primaria. En este caso, profundizan sobre el efecto de los videojuegos en la exactitud y velocidad de la lectura, demostrando que la exactitud de la lectura incrementa, pero la velocidad dependerá del nivel de experiencia del estudiante dentro de un formato similar.…”

Section: Habilidades De La Lectura a Través De Los Videojuegosunclassified

Desarrollo de habilidades de lectura a través de los videojuegos: Estado del arte

Torres-Toukoumidis

Romero-Rodríguez

Pérez-Rodríguez

et al. 2016

Ocnos

View full text Add to dashboard Cite

Esta investigación analiza la vinculación sistemática de los videojuegos hacia el desarrollo de la lectura dentro del entorno mediático y digital a través de la revisión teórica. Para ello, fueron examinadas diversas publicaciones académicas provenientes de bases de datos internacionales presentadas entre 2005 y 2016, relacionadas con la implicación de los videojuegos en la enseñanza de la lectura organizada según ámbito escolar, planteamiento teórico y diseño de la investigación. Los resultados demostraron la predominancia en la enseñanza secundaria, fundamentando su repercusión como agente educativo en los cambios de hábitos de la lectura, abriendo una ventana de conexión entre los lectores y motivando la interacción colaborativa. De igual modo, se vislumbró su impacto en la transformación de la lectura orientada a la búsqueda de información y a la adquisición de habilidades de comprensión. Tras esta argumentación, el artículo concluye a favor de la inclusión de los videojuegos en el programa curricular educativo, al fortalecer el interés por la lectura adaptada al contexto digital y mediático.

show abstract

Measuring the Reading Abilities of Dyslexic Children through a Visual Game

Cited by 9 publications

References 18 publications

The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

Serious games in K-12 education

Desarrollo de habilidades de lectura a través de los videojuegos: Estado del arte

Contact Info

Product

Resources

About