A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study.

IF 3.8 2区 医学 Q1 HEALTH CARE SCIENCES & SERVICES
JMIR Serious Games Pub Date : 2024-01-11 DOI:10.2196/42733
Francois Vonthron, Antoine Yuen, Hugues Pellerin, David Cohen, Charline Grossard
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引用次数: 0

Abstract

Background: Rhythm perception and production are related to phonological awareness and reading performance, and rhythmic deficits have been reported in dyslexia. In addition, rhythm-based interventions can improve cognitive function, and there is consistent evidence suggesting that they are an efficient tool for training reading skills in dyslexia.

Objective: This paper describes a rhythmic training protocol for children with dyslexia provided through a serious game (SG) called Mila-Learn and the methodology used to test its usability.

Methods: We computed Mila-Learn, an SG that makes training remotely accessible and consistently reproducible and follows an educative agenda using Unity (Unity Technologies). The SG's development was informed by 2 studies conducted during the French COVID-19 lockdowns. Study 1 was a feasibility study evaluating the autonomous use of Mila-Learn with 2500 children with reading deficits. Data were analyzed from a subsample of 525 children who spontaneously played at least 15 (median 42) games. Study 2, following the same real-life setting as study 1, evaluated the usability of an enhanced version of Mila-Learn over 6 months in a sample of 3337 children. The analysis was carried out in 98 children with available diagnoses.

Results: Benefiting from study 1 feedback, we improved Mila-Learn to enhance motivation and learning by adding specific features, including customization, storylines, humor, and increasing difficulty. Linear mixed models showed that performance improved over time. The scores were better for older children (P<.001), children with attention-deficit/hyperactivity disorder (P<.001), and children with dyslexia (P<.001). Performance improved significantly faster in children with attention-deficit/hyperactivity disorder (β=.06; t3754=3.91; P<.001) and slower in children with dyslexia (β=-.06; t3816=-5.08; P<.001).

Conclusions: Given these encouraging results, future work will focus on the clinical evaluation of Mila-Learn through a large double-blind randomized controlled trial comparing Mila-Learn and a placebo game.

MILA Learn,一个训练阅读障碍儿童节奏能力的严肃游戏:可行性和可用性研究。
背景:节奏感知和产生与语音意识和阅读表现有关,据报道,阅读障碍患者存在节奏缺陷。此外,基于节奏的干预措施可以改善认知功能,一致的证据表明,它们是训练阅读障碍患者阅读技能的有效工具。目的:本文描述了一个名为MILA Learn的严肃游戏(SG)为阅读障碍儿童提供的节奏训练方案,以及用于测试其可用性的方法。方法:我们计算了MILA-Learn,这是一种SG,它使培训(i)可远程访问,(ii)始终可重复,(iii)使用Unity遵循教育议程。SG的发展是根据法国新冠肺炎封锁期间进行的两项研究得出的。研究1是一项可行性研究,评估了2500名阅读缺陷儿童自主使用MILA Learn的情况。数据来自525名儿童的子样本,他们自发地玩了至少15场游戏(中位数=42场游戏)。研究2在与研究1相同的现实生活环境下,对3337名儿童进行了为期六个月的MILA学习增强版的可用性评估。对98名已有诊断的儿童进行了分析。结果:受益于研究1的反馈,我们改进了MILA-Learn,通过添加特定功能来增强动机和学习,包括定制、故事情节、幽默和增加难度。线性混合模型表明,性能随着时间的推移而提高。年龄较大的儿童的得分更好(结论:鉴于令人鼓舞的结果,未来的工作将集中在通过一项大型双盲随机对照试验对MILA-Learn和安慰剂游戏进行临床评估。临床试验:
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
JMIR Serious Games
JMIR Serious Games Medicine-Rehabilitation
CiteScore
7.30
自引率
10.00%
发文量
91
审稿时长
12 weeks
期刊介绍: JMIR Serious Games (JSG, ISSN 2291-9279) is a sister journal of the Journal of Medical Internet Research (JMIR), one of the most cited journals in health informatics (Impact Factor 2016: 5.175). JSG has a projected impact factor (2016) of 3.32. JSG is a multidisciplinary journal devoted to computer/web/mobile applications that incorporate elements of gaming to solve serious problems such as health education/promotion, teaching and education, or social change.The journal also considers commentary and research in the fields of video games violence and video games addiction.
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