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Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

Author

Listed:
  • Patricia García-Redondo

    (Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain)

  • Trinidad García

    (Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain)

  • Débora Areces

    (Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain
    Department of Education, University School of Education Padre Ossó, 33008 Oviedo, Spain)

  • José Carlos Núñez

    (Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain)

  • Celestino Rodríguez

    (Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain)

Abstract

Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6–16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used. The intervention consisted of 28 sessions (10 min each), in which the participants trained with 10 games based on multiple intelligences. A significant improvement in attention performance measures (visual attention) was found after the intervention, with the experimental and the control groups significantly differing in the posttest. These results invite consideration of the applicability of boosting different intelligences, talents or unique abilities through educational videogames as an important bridge to improving areas of deficit-in this case attention-in students with learning disabilities.

Suggested Citation

  • Patricia García-Redondo & Trinidad García & Débora Areces & José Carlos Núñez & Celestino Rodríguez, 2019. "Serious Games and Their Effect Improving Attention in Students with Learning Disabilities," IJERPH, MDPI, vol. 16(14), pages 1-12, July.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:14:p:2480-:d:247693
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