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

Giovanna Puccio · Sara Bertoni · Sandro Franceschini · Martina Mancarella · Simone Gori · Lucia Ronconi +1 more

28 citations0/0 files storedInternational Journal of Human-Computer Interaction

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Reading and Literacy Development Educational Games and Gamification Developmental and Educational Neuropsychology

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.HIGHLIGHTSAction 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.

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2013Diagnostic and Statistical Manual of Mental Disorders 2009Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement 2019RoB 2: a revised tool for assessing risk of bias in randomised trials 2016ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions 2021The PRISMA 2020 statement: An updated guideline for reporting systematic reviews 1983Categorizing sounds and learning to read—a causal connection 2005Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.2004Specific reading disability (dyslexia): what have we learned in the past four decades?

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