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

Patricia García-Redondo, Trinidad García, Débora Areces, José Carlos Núñez and Celestino Rodríguez
Additional contact information
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
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

IJERPH, 2019, vol. 16, issue 14, 1-12

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.

Keywords: serious games; multiple intelligences; attention; intervention; learning disabilities (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/16/14/2480/pdf (application/pdf)
https://www.mdpi.com/1660-4601/16/14/2480/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:16:y:2019:i:14:p:2480-:d:247693

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().