Using Gamification Based on Mobile Platform in Therapeutic Interventions for Children with Dyslexia

Behnamghader, Mahsa; Khaleghi, Ali; Izadpanah, Pegah; Rahmani, Farzaneh

doi:10.1007/978-3-030-49932-7_76

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…The positive aspects of using gamification in work with children with dyslexia were highlighted by M. Behnamghader et al [16], P. Dymora and K. Niemiec [6], M. Saputra [8]. M. Saputra developed a learning model for dyslexic children by including gamification elements in LexiPal [8].…”

Section: Analysis Of the Practice Of Using Gamification And Digital G...mentioning

confidence: 99%

“…While writing the work, the findings on increasing children's motivation with dyslexia to learn using games on mobile platforms, as made by Behnamghader et al, were taken into account. [16]. Among the scientific works, a significant share of those is devoted to the prevention of dyslexia in older preschool children using digital games as one of the elements of gamification.…”

Section: Analysis Of the Practice Of Using Gamification And Digital G...mentioning

confidence: 99%

“…Authors, such as F. Nieto-Escamez and M. Roldаn-Tapia [11], E. Sudarmilah and A. Arbain [12], Q. Zhang et al [13], O. Yaroshenko et al [14], A. Zourmpakis et al [15], have focused on both the positive and negative aspects of using gamification in childrenʼs education. The positive impact of using it for working with children prone to dyslexia have emphasized by M. Behnamghader et al [16], P. Dymora and K. Niemiec [6], I. Neitzel [7] and M. Saputra [8]. A considerable portion of scientific research focuses on using digital games as a gamification element to prevent dyslexia in older preschool children.…”

Section: Introductionmentioning

confidence: 99%

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Використання Гейміфікації В Попередженні Дислексії У Дітей Старшого Дошкільного Віку

Mytsyk,

Babichenko

2024

ITLT

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In this article, the use of gamification in the organization of preventive work with children prone to dyslexia is analyzed. The factor that causes dyslexia has been identified, emphasizing the need to promptly identify children at risk and intervene, in order to avoid negative psychosocial consequences during their education. The main achievements of scientists in this field have been summarized. The advantages of using individual elements of gamification for propaedeutic purposes in working with children prone to dyslexia are highlighted, and their description is provided. An algorithm for creating a game mechanism, criteria for selecting digital learning platforms, and developing games based on them are proposed. Considering the variety of available mobile applications and platforms that contribute to the implementation of propaedeutic and developmental goals in working with children with speech disorders, it is stated that they have some disadvantages. Therefore, the main approaches to developing custom digital games on gamified platforms, with the ability to modify their content and tasks, have been considered in such a way that they contribute to the implementation of the goals of corrective and developmental work with children prone to dyslexia. Several variants of such games are proposed as examples. The identified factors that can hinder the achievement of a positive effect of using digital games by a speech therapist in the classroom are discussed, and ways to solve them are explored. The perspective of using digital games in providing remote corrective and developmental assistance to children in conditions of distance learning is indicated. The article also emphasizes the need for speech therapists to possess a sufficient level of digital competence as a guarantee of methodologically correct creation and implementation of digital games into their work with children.

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Section: Analysis Of the Practice Of Using Gamification And Digital G...mentioning

confidence: 99%

Section: Analysis Of the Practice Of Using Gamification And Digital G...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Використання Гейміфікації В Попередженні Дислексії У Дітей Старшого Дошкільного Віку

Mytsyk,

Babichenko

2024

ITLT

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“…Researchers have explored the potential of gamified VRETs in treating phobias [2,12,13]. Gamification, a strategy derived from video game-based approaches, has proven successful in achieving serious objectives across various fields, including the workplace [14], education [15], marketing [16], mental health [17][18][19], learning disabilities [20,21], and lazy eye treatment [22]. The primary inherent feature of digital games is their high-level motivational potential [23].…”

Section: Gamified Vr Exposure Therapies Augmented With Biofeedbackmentioning

confidence: 99%

A Smartphone-Gamified Virtual Reality Exposure Therapy Augmented With Biofeedback for Ailurophobia: Development and Evaluation Study

Khaleghi,

Narimani,

Aghaei

et al. 2024

JMIR Serious Games

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Background To the best of our knowledge, no specialized research has been conducted to address ailurophobia (fear of cats) in Iran or globally. This has driven our project, along with the prevalence of ailurophobia and the absence of a gamified virtual reality exposure therapy (VRET) that incorporates affordable and easily accessible biofeedback (BF) tools. We hypothesize that a gamified VRET augmented with BF will yield more positive effects than a similar device lacking BF. Objective This study primarily focuses on the development and preliminary evaluation of a smartphone-gamified VRET integrated with BF, targeting animal phobia, with a specific case study on ailurophobia. The secondary objectives are using affordable and readily available BF found in devices such as smart bands and smartwatches and creating a mobile virtual reality gamified app to improve patients’ adherence to treatments while simultaneously enhancing the app’s accessibility, scalability, and outreach. Methods Evaluations encompassed 3 methods. First, we identified the tool’s potential positive effects on phobia interventions, exploring 4 effects: intrinsic motivation, simulation of fearful situations, management of stressful circumstances without therapists’ presence and mitigation of catastrophic thoughts, and preliminary effects on ailurophobia treatment. Participants were divided into BF and non-BF groups. Second, we gathered user preferences and opinions about the treatment. Third, we conducted heuristic evaluations using 44 heuristics from existing system usability scales assessing user interfaces, virtual reality platforms, and video games’ playability. To interpret the data, mean scores; ANOVA, single factor; and ANOVA, 2-factor with replication were used. A total of 29 individuals were identified, of which 10 met the eligibility criteria or were accessible. Results The smartphone-gamified VRET augmented with BF exhibited better results on the identified effects compared with the non-BF version and contributed to normalizing encounters with cats. Moreover, 41 of the 44 heuristics achieved a percentage above 62%, indicating its potential as a therapeutic product and its ability to enhance patient adherence to treatments. Patient preferences on the treatment and its strengths and weaknesses were provided for further improvement. Conclusions The tool has the potential to evolve into a comprehensive solution by incorporating various types of cats and their behaviors, simulating environments in which they are commonly found, and enhancing its appeal through an increased sense of adventure without inducing unrealistic fears. By adapting fear elements, the game can be tailored to treat various animal phobias. Phobia-focused games should avoid action and combat scenarios to prevent reinforcement of fear responses. After rigorous evaluation, further exploration is required to provide remote use beyond clinical settings.

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Effectiveness of a mixed cognitive intervention program (computer-based and home-based) on improving cognitive and academic functions in school-aged children with specific learning disorder (SLD): A pilot study

Shabanali Fami,

Arjmandnia,

Moradi

et al. 2023

Educ Inf Technol

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Using Gamification Based on Mobile Platform in Therapeutic Interventions for Children with Dyslexia

Cited by 5 publications

References 17 publications

Використання Гейміфікації В Попередженні Дислексії У Дітей Старшого Дошкільного Віку

Використання Гейміфікації В Попередженні Дислексії У Дітей Старшого Дошкільного Віку

A Smartphone-Gamified Virtual Reality Exposure Therapy Augmented With Biofeedback for Ailurophobia: Development and Evaluation Study

Effectiveness of a mixed cognitive intervention program (computer-based and home-based) on improving cognitive and academic functions in school-aged children with specific learning disorder (SLD): A pilot study

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