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Action Video Games Training in Children with Developmental Dyslexia: A Meta-Analysis.

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Title: Action Video Games Training in Children with Developmental Dyslexia: A Meta-Analysis.
Authors: Puccio, Giovanna (AUTHOR), Gazzi, Giulia (AUTHOR), Bertoni, Sara (AUTHOR), Franceschini, Sandro (AUTHOR), Mancarella, Martina (AUTHOR), Gori, Simone (AUTHOR), Ronconi, Lucia (AUTHOR), Facoetti, Andrea (AUTHOR)
Source: International Journal of Human-Computer Interaction. Nov2024, Vol. 40 Issue 22, p6829-6844. 16p.
Subjects: Children with dyslexia, Reading disability, Dyslexia, Science journalism, Visual training
Abstract: Longitudinal studies and meta-analyses have shown a causal link between attentional dysfunctions and developmental dyslexia (DD). We carried out a meta-analysis to test the effectiveness of action video games (AVGs) training on visual attention in children with DD. PubMed, Cochrane, Science Report, EBSCO Database, Scopus, ProQuest Dissertation and Theses, and IEEE Explore were consulted. Only quantitative studies with measures of pre- and post-treatment reading skills, written in English, and with an active control group were considered. The risk of bias was evaluated according to RoB2 and ROBINS-I assessment tools. Out of 2073 records, nine experiments using AVGs in 238 children (aged 5–15) with DD were selected. The Hedge's g results indicate that AVGs training affects visual attention as well as reading-related functions. Studies with a larger sample including follow-up assessments and neurobiological studies are needed to verify AVGs long-lasting effects on DD. HIGHLIGHTS: Action video games (AVGs) improve learning by attention enhancement. Attention is dysfunctional in children with developmental dyslexia (DD). AVGs training improves visual attention and reading speed in children with DD. AVGs training also boosts phonological processing (far transfer) in children with DD. Further studies are needed to confirm long-lasting effects of AVGs in children with DD. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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DbLabel: Psychology and Behavioral Sciences Collection
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  Label: Title
  Group: Ti
  Data: Action Video Games Training in Children with Developmental Dyslexia: A Meta-Analysis.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Puccio%2C+Giovanna%22">Puccio, Giovanna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gazzi%2C+Giulia%22">Gazzi, Giulia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bertoni%2C+Sara%22">Bertoni, Sara</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Franceschini%2C+Sandro%22">Franceschini, Sandro</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mancarella%2C+Martina%22">Mancarella, Martina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gori%2C+Simone%22">Gori, Simone</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ronconi%2C+Lucia%22">Ronconi, Lucia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Facoetti%2C+Andrea%22">Facoetti, Andrea</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Human-Computer+Interaction%22">International Journal of Human-Computer Interaction</searchLink>. Nov2024, Vol. 40 Issue 22, p6829-6844. 16p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Science+journalism%22">Science journalism</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+training%22">Visual training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Longitudinal studies and meta-analyses have shown a causal link between attentional dysfunctions and developmental dyslexia (DD). We carried out a meta-analysis to test the effectiveness of action video games (AVGs) training on visual attention in children with DD. PubMed, Cochrane, Science Report, EBSCO Database, Scopus, ProQuest Dissertation and Theses, and IEEE Explore were consulted. Only quantitative studies with measures of pre- and post-treatment reading skills, written in English, and with an active control group were considered. The risk of bias was evaluated according to RoB2 and ROBINS-I assessment tools. Out of 2073 records, nine experiments using AVGs in 238 children (aged 5–15) with DD were selected. The Hedge's g results indicate that AVGs training affects visual attention as well as reading-related functions. Studies with a larger sample including follow-up assessments and neurobiological studies are needed to verify AVGs long-lasting effects on DD. HIGHLIGHTS: Action video games (AVGs) improve learning by attention enhancement. Attention is dysfunctional in children with developmental dyslexia (DD). AVGs training improves visual attention and reading speed in children with DD. AVGs training also boosts phonological processing (far transfer) in children with DD. Further studies are needed to confirm long-lasting effects of AVGs in children with DD. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Nov2024
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