None listed
Conditions
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 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
Study design
Eligibility
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).