Visual attention span and intervention effect of acttion video game in children with developmental dyslexia

Abstract

Objective To characterize visual attention span in children with developmental dyslexia in Xinjiang and to explore the effects of action video game training on visual attention span, and to provide a reference for improving the visual attention span of children with dyslexia.

Methods Students from grade 3 to 5 in primary schools of Xinjiang were selected by using random clustering sampling method from July to November 2020, a total of 120 developmental dyslexia group (Group-DD), chronological age matched group (Group-CA) and reading level matched group (Group-RL) were selected and compared with visual attention spans, action video games were used to conduct intervention training for DD children, variance analysis was used to study the variation of visual attention span.

Results The accuracy and discrimination index of Group-DD (0.68±0.10, 1.21±0.87) were lower than those of Group-CA (0.77±0.99, 1.80±0.83) and Group-RL (0.71±0.11, 1.50±0.75) ( F = 21.26, 15.19, P<0.05); there was no significant difference in reaction time among the three groups ( P>0.05). There were statistically significant differences in the accuracy of visual attention span (0.63±0.12, 0.71±0.11, 0.70±0.10), response time (760.51±185.83, 782.74±149.20, 857.27±155.44), and discrimination (0.84±0.81, 1.51±0.19, 1.29±0.10) among children of different grades ( F = 6.37, 3.81, 3.16, P<0.05). After 12 hours of action video game training, the accuracy and discrimination of Group-DD intervention group (0.74±0.10, 1.53±0.88) were higher than those of Group-DD control group (0.68±0.14, 1.06±0.97) ( P<0.05), and there was no significant difference between Group-DD intervention group and Group-RL (0.76±0.12, 1.73±0.71) ( P>0.05), but there was statistical difference between Group-DD intervention group and Group-CA (0.81±0.94, 2.17±0.79) ( P<0.05).

Conclusion Children with dyslexia have deficits in visual attention span, with grade difference. Action video game intervention can improve visual attention span ability of developmental dyslexia children to some extent.

Abstract

【摘要】 目的 研究新疆地区发展性阅读障碍(developmental dyslexia, DD)儿童视觉注意广度特点, 同时探究动作视频游 戏训练对视觉注意广度的影响机理, 为改善阅读障碍儿童的视觉注意广度能力提供参考。 方法 于2020年7—11月, 采 用随机整群抽样法从新疆某地区5所小学三至五年级学生中筛选出符合条件的阅读障碍组(DD)、生理年龄匹配组(CA) 及阅读水平匹配组(RL)各120名, 比较其视觉注意广度差异, 并采用动作视频游戏对DD组儿童进行干预训练, 通过方差 分析对其视觉注意广度变化规律进行研究。 结果 DD组正确率及辨别力指数(0.68±0.10, 1.21±0.87)小于CA组(0.77± 0.99, 1.80±0.83)和 RL 组(0.71±0.11, 1.50±0.75) ( F 值分别为 21.26, 15.19, P值均<0.05);3 组儿童在反应时上差异无统 计学意义( P>0.05); 3 个年级 DD 儿童视觉注意广度的正确率 (0.63±0.12, 0.71±0.11, 0.70±0.10)、反应时 (760.51±185.83, 782.74±149.20, 857.27±155.44)、辨别力 (0.84±0.81, 1.51±0.19, 1.29±0.10) 差异均有统计学意义 ( F 值分别为 6.37, 3.81, 3.16, P 值均<0.05)。进行 12 h 的动作视频游戏训练后, DD干预组的正确率、辨别力(0.74±0.10, 1.53±0.88) 髙于DD空白 对照组 (0.68±0.14, 1.06±0.97) ( P 值均<0.05), 与 RL 组差异无统计学意义 (0.76±0.12, 1.73±0.71) ( P>0.05), 但与 CA 组 差异有统计学意义 (0.81±0.94, 2.17±0.79) ( P<0.05)。 结论 阅读障碍儿童存在视觉注意广度缺陷, 且有年级差异；动作 视频游戏干预能够一定程度改善阅读障碍儿童的视觉注意广度能力。