Virtual Environment Application that Complements the Treatment of Dyslexia (VEATD) in Children

Buele, Jorge; López, Victoria M.; Varela-Aldás, José; Soria, Angel; Palacios-Navarro, Guillermo

doi:10.1007/978-3-030-40690-5_33

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…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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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

View full text Add to dashboard Cite

Big Data as a Tool for Analyzing Academic Performance in Education

Ayala-Chauvin,

Chucuri-Real,

Escudero-Villa

et al. 2024

Lecture Notes in Networks and Systems

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Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

2022

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In Saudi Arabia, the COVID-19 pandemic forced students with dyslexia to complete their learning through online applications, like their peers without dyslexia. This study explores the influence of assistive technology (AT) on improving the visual perception (VP) and phonological processing (PhP) abilities of students with dyslexia. Three learning applications were used (Google Classroom, Zoom, and Quizlet) as AT platforms. A quantitative approach was adopted based on a quasi-experimental design. Single-subject experimental methods were used to examine the influence of AT on improving students’ VP, PhP, and frequency of access (FA). Fourteen students with dyslexia who were selected as participants through purposeful sampling were divided into two experimental groups based on gender. The results showed that AT influenced the VP, PhP, and FA in both experimental groups. Girls scored higher than boys in VP, PhP, and FA, and a positive correlation was found between VP and PhP with AT applications among girls and boys. A simple linear regression analysis showed that a significant and positive relationship exists between FA and the VP and PhP abilities of students with dyslexia through AT applications.

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Virtual Environment Application that Complements the Treatment of Dyslexia (VEATD) in Children

Cited by 4 publications

References 18 publications

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

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

Big Data as a Tool for Analyzing Academic Performance in Education

Influence of assistive technology applications on dyslexic students: The case of Saudi Arabia during the COVID-19 pandemic

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