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action video game training in children with dyslexia

Action video game training for reading in children with dyslexia: A randomized controlled trial

Status
Completed
Phases
Unknown
Study type
Interventional
Source
ANZCTR
Registry ID
ACTRN12618001709235
Enrollment
60
Registered
2018-10-16
Start date
2017-10-09
Completion date
2018-11-01
Last updated
2019-10-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

None listed

Brief summary

This study aims to assess the efficacy of action video games (AVGs) in improving reading outcomes in children with dyslexia. Novel research in this area indicates that AVGs may be effective in improving reading because they improve spatial and temporal attention, which are known to be impaired in individuals with dyslexia. This is important because current treatment options do not benefit everyone and are often time-intensive, so alternative strategies are desperately needed. The study will use two AVG training protocols. One intervention group will play AVGs on a PC using a computer mouse. The other intervention group will use eye tracking to play the AVG with their eye movements. The manipulation between AVG training protocols will help us to better identify what processes may assist AVGs in improving reading. It is predicted that text reading skills will improve after only 2 weeks of AVG training, as compared to standard care treatment, in children with dyslexia.

Interventions

The action video game (AVG) used will be the app 'Fruit Ninja'. This game requires participants to 'slice' as many fruit as possible. The idea is to increase the speed and accuracy of spatial and temporal attentional shifting.The Fruit Ninja app was selected on the basis that it follows the checklist developed by Green, Li, and Bavelier (2010) as having all four qualitative features of an AVG - 1) having extraordinary speed in terms of transient events and velocity of moving objects; 2) a high d

The action video game (AVG) used will be the app 'Fruit Ninja'. This game requires participants to 'slice' as many fruit as possible. The idea is to increase the speed and accuracy of spatial and temporal attentional shifting.The Fruit Ninja app was selected on the basis that it follows the checklist developed by Green, Li, and Bavelier (2010) as having all four qualitative features of an AVG - 1) having extraordinary speed in terms of transient events and velocity of moving objects; 2) a high degree of perceptual, cognitive, and motor load with an accurate motor plan; 3) spatial and temporal unpredictability; 4) emphasis on peripheral processing. There will be two AVG treatment groups. Adapted (eye-movement-controlled) and un-manipulated versions of the Fruit Ninja app will be utilized as the two AVG training protocols. In the un-manipulated version, participants use a computer mouse to 'slice' the fruit by moving the mouse across the fruit. In the adapted version, participants will be required to use their eye movements (monitored by the Gaze Point eye-tracker) to 'slice' the fruit by making saccades across the fruit. Individual games vary in length depending on the mini-game being played, and how successful the participant is in avoiding the 'bombs' and slicing all fruit. In the eye-movement-controlled version, conceptually and ecologically, the task performance should also be greatly reliant on fast efficient eye-movements. Children will be trained in small groups (3-4 children per group) at schools for 30 minutes per day, 5 days per week, for 2 weeks. Training will be overseen and administered by a psychologist with assistance from postgraduate research students.

Sponsors

La Trobe University
Lead SponsorUniversity

Study design

Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Treatment
Masking
Blinded (masking used) (Subject)

Eligibility

Sex/Gender
All
Age
7 Years to 13 Years
Healthy volunteers
No

Inclusion criteria

Children who meet criteria for specific learning disorder in reading (i.e., dyslexia) according to standard diagnostic criteria (DSM-5).

Exclusion criteria

uncorrected visual abnormalities, neurodevelopmental, neurological, psychiatric and medical disorders other than Dyslexia (also referred to as specific learning disorder in reading OR reading disorder).

Outcome results

None listed

Source: ANZCTR · Data processed: Feb 4, 2026