Visual attention span and intervention effect of acttion video game in children with developmental dyslexia
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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)高于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。 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. -
Key words:
- Dyslexia /
- Intervention studies /
- Minority groups /
- Child
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表 1 不同年级3组儿童VAS测试得分(x±s)
Table 1. Comparison of VAS test scores of three groups of children in different grades(x±s)
年级 组别 人数 正确率 反应时/ms d'值 三 DD 40 0.63±0.12 760.51±185.83 0.84±0.81 CA 40 0.74±0.10 830.25±147.48 1.63±0.80 RL 40 0.67±0.12 866.96±188.63 1.01±0.65 四 DD 40 0.71±0.11 782.74±149.20 1.51±0.19 CA 40 0.77±0.08 796.33±207.95 1.71±0.80 RL 40 0.73±0.12 817.40±227.91 1.59±0.80 五 DD 40 0.70±0.10 857.27±155.44 1.29±0.18 CA 40 0.82±0.10 737.03±194.06 2.05±0.84 RL 40 0.74±0.10 813.21±171.84 1.89±0.53 合计 DD 120 0.68±0.10 800.17±168.10 1.21±0.87 CA 120 0.77±0.99 787.87±187.45 1.80±0.83 RL 120 0.71±0.11 832.52±198.54 1.50±0.75 
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表 2 不同组别儿童干预前后VAS测试得分比较(x±s)
Table 2. Comparison of VAS scores between the four groups before and after intervention (x±s)
组别 人数 正确率 反应时/ms d'值 干预前 干预后 差值 干预前 干预后 差值 干预前 干预后 差值 DD 干预组 29 0.63±0.11 0.74±0.10 0.11±0.09 774.27±188.53 765.79±198.31 -8.48±279.46 1.06±0.71 1.53±0.88 0.47±0.81 对照组 29 0.65±0.14 0.68±0.14 0.04±0.13 776.11±165.94 769.02±174.58 -7.09±224.19 0.96±0.10 1.06±0.97 0.10±1.11 CA 30 0.78±0.09 0.81±0.94 0.03±0.08 840.07±112.22 827.79±134.06 -12.28±133.76 1.92±0.61 2.17±0.79 0.25±0.90 RL 30 0.72±0.10 0.76±0.12 0.04±0.10 851.98±194.74 792.62±180.37 -59.37±178.02 1.50±0.59 1.73±0.71 0.23±0.71 F值 12.30 6.87 3.96 1.77 0.81 0.43 10.33 8.90 0.85 P值 < 0.01 < 0.01 0.01 0.16 0.49 0.73 < 0.01 < 0.01 0.47
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