Measuring the Reading Abilities of Dyslexic Children through a Visual Game

Luca Andrea Ludovico, Pio Alfredo Di Tore, Giuseppina Rita Mangione, Stefano Di Tore, Felice Corona

Abstract


In modern society about 10% of children suffer from a neuro-developmental disorder called dyslexia, which implies difficulties in learning to read. According to recent research, playing action videogames can be a valid teaching tool to improve the reading skills of dyslexic children through forms of engagement and interaction. This paper describes the design, implementation, validation and experimentation of an educational action game oriented to promote phonological and visuo-spatial attention training in dyslexic subjects aged between 7 and 9.

Keywords


dyslexia; adaptive education; visuo-spatial attention; phonological processing; action videogames

Full Text:

PDF


Copyright (c) 2017 Luca Andrea Ludovico, Pio Alfredo Di Tore, Giuseppina Rita Mangione, Stefano Di Tore, Felice Corona


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
Creative Commons License SPARC Europe Seal
Indexing:
Web of Science ESCI logo Engineering Information logo INSPEC logo DBLP logo ELSEVIER Scopus logo EDiTLib logo EBSCO logo Ulrich's logo Google Scholar logo Microsoft® Academic Search