Vol. 17 (2023): CNU-JHE
Articles

Metasynthesis on the Impact of Game-Based Digital Applications on the Reading Proficiency of Dyslexic Students

pdf
  • Bee Jay D. Olitres,
  • Alsed R. Veliganilao,
  • Analiza M. Alipao,
  • Ana Marie M. Ortega,
  • Erma A. Ynot,
  • Mauren Kaye A. Masong
Bee Jay D. Olitres
Cebu Normal University- Medellin Campus
Alsed R. Veliganilao
Cebu Normal University- Medellin Campus
Analiza M. Alipao
Cebu Normal University- Medellin Campus
Ana Marie M. Ortega
Cebu Normal University- Medellin Campus
Erma A. Ynot
Cebu Normal University- Medellin Campus
Mauren Kaye A. Masong
Cebu Normal University- Medellin Campus

Published 23-06-2023

Keywords

  • Developmental Dyslexia, game-based digital application, reading proficiency, inclusive education, metasynthesis

Abstract

Developmental Dyslexia (DD) is the most common and serious reading disability that hinders the student’s capability to read. This meta-synthesis study aims to know the effects of game-based digital applications on developmental dyslexic students’ reading proficiency. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement flowchart, the researcher initially registered six hundred twenty-seven (627) studies from Google Scholar, Core.ac.uk, and Eric.edu.gov databases using the Boolean search strategies. Handsearching the reference lists of the eligible papers yielded forty-seven (47) related papers. After subjecting the papers to the inclusion and exclusion criteria, fifteen studies were selected and included in the final review. Clarke et al.’s thematic analysis of the data extracted from the papers yielded the four themes: 1) benefits of game-based digital applications for dyslexic students; 2) challenges and distractions; 3) usability and effectiveness of instructional applications; and 4) motivation and academic achievements. Overall, game-based digital applications have the potential to positively impact the reading proficiency of dyslexic students. However, it is essential to address the challenges and distractions that students may face while using these applications. By integrating the recommendations of this study into educational practices, educators can create inclusive learning environments that promote the academic success of dyslexic students.

pdf

References

  1. Agama, A. A., & Gómez, R. M. (2021). DytectiveU application: Contribution to the literacy in children with dyslexia. Espirales Rev. Multidiscip. De Investig, 5, 27-35.
  2. Aliyu, M. B. (2017). Efficiency of Boolean search strings for Information retrieval. American Journal of Engineering Research, 6(11), 216-222.
  3. Allafi, R., Alzahrani, I., & Newbury, P. (2022). Measuring the impact of developing a game-based mobile application to increase reading skills level for dyslexic students at primary schools in Saudi Arabia. In INTED2022 Proceedings (pp. 10552-10559). IATED.
  4. Andrea Anulao, L., & Eunice Dela Cruz, S. (2022). A Case Study of Learners with Dyslexia in an Elementary School in the Philippines. International Journal of Recent Advances in Multidisciplinary Topics, 3(2), 106–116. Retrieved from https://www.journals.resaim.com/ijramt/article/view/1798
  5. Araújo, I. (2016). Gamification: Methodology to engage and motivate students in the learning process [Gamification: Metodologia para envolver e motivaralunos no processo de aprendizagem]. Education in the Knowledge Society (EKS), 17(1), 87–107. https://doi.org/10.14201/eks201617187107
  6. Arteaga, J. M., & Rivera, D. I. P. (2018, October). A process model to develop educational applications for children with dyslexia. In 2018 6th International Conference in Software Engineering Research and Innovation (CONISOFT) (pp. 79-87). IEEE.
  7. Barden, O. (2012). “… If we were cavemen we'd be fine”: Facebook as a catalyst for critical literacy learning by dyslexic sixth‐form students. Literacy, 46(3), 123-132.
  8. Borhan, N. H., Shiang, C. W., Chiu, P. C., Sharbini, H., Tan, P. P., Othman, R. M., & Peter, M. (2018). An Enhancement of Dyslexic Mobile Application using Sight Word Reading Strategy: Results and Findings. J. Comput. Sci., 14(7), 919-929.
  9. Carroll, J.M.; Iles, J.E. An assessment of anxiety levels in dyslexic students in higher education. Br. J. Educ. Psychol. 2006, 76, 651–662.
  10. Chin, W. S., Kurowski, A., Gore, R., Chen, G., & Punnett, L. (2021). Use of a mobile app for the process evaluation of an intervention in health care: Development and usability Study. JMIR Formative Research, 5(10). https://doi.org/10.2196/20739
  11. Chrastina, J. (2018). Meta-Synthesis of Qualitative Studies: Background, Methodology and Applications. NORDSCI.
  12. Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 222(2015), 248.
  13. Coker, L. A. (2022). Development of a Haptically Enhanced Digital Application Magicspells Designed to Aid in Vocabulary Acquisition for Learners with Dyslexia (Doctoral dissertation).
  14. Elazab Elshazly, E. M. (2018). A case study of an intervention program for students with dyslexia in a primary school in the UAE.
  15. Ganie, R., ., D., &Rangkuti, R. (2019). Reading Comprehension Problems on English Texts Faced By High School Students in Medan. KnE Social Sciences, 3(19), 684-694. https://doi.org/10.18502/kss.v3i19.4896
  16. Gooch, D., Vasalou, A., Benton, L., & Khaled, R. (2016, May). Using gamification to motivate students with dyslexia. In Proceedings of the 2016 CHI Conference on human factors in computing systems (pp. 969-980).
  17. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152–161.https://doi.org/10.1016/j.compedu.2014.08.019
  18. Hulme, C., &Snowling, M. J. (2015). Learning to Read: What We Know and What We Need to Understand Better. Child development perspectives, 7(1), 1. https://doi.org/10.1111/cdep.12005
  19. Hutton, J.S.; Dewitt, T.; Hoffman, L.; Horowitz-Kraus, T.; Klass, P. Development of an Eco Biodevelopmental Model of Emergent Literacy before Kindergarten: A Review. JAMA Pediatr. 2021, 175, 730.
  20. Introduction to Language and Communication (Dyslexia). Retrieved from https://my.vanderbilt.edu/speds2430/2020-topics/dyslexia/
  21. Ishak, S. H., Masrop, N. A. M., Zainuddin, G., Sahrir, M. S., &Sahuri, S. N. S. (2021). Educational Software for Dyslexic Children: Systematic Literature Review. Malaysian Journal of Information and Communication Technology.
  22. Knight, C. (2021). The impact of the dyslexia label on academic outlook and aspirations: An analysis using propensity score matching. British Journal of Educational Psychology, 91(4), 1110-1126.
  23. Landulfo, C., Chandy, C., & Wong, Z. Y. (2015). Expanding the provision for people with dyslexia in Singapore. Asia Pacific Journal of Developmental Differences, 2(2), 234-276.
  24. Leong, E. (2015). Improving English exam skills for dyslexics in primary education in Singapore. Asia Pacific Journal of Developmental Differences, 2(2), 184-201.
  25. Lukeš, D. (2015, July). Dyslexia friendly reader: Prototype, designs, and exploratory study. In 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA) (pp. 1-6). IEEE.
  26. McArthur, G., & Castles, A. (2017). Helping children with reading difficulties: some things we have learned so far. npj Science Learn 2, 7. https://doi.org/10.1038/s41539-017-0008-3
  27. McDowell, M. (2018). Specific learning disability. Journal of paediatrics and child health, 54(10), 1077- 1083. https://doi.org/10.1111/jpc.14168
  28. OECD (2013). Pisa 2015 Draft Reading Literacy Framework March 2013. Retrieve From http://www.oecd.org/pisa/pisaproducts/Draft PISA 2015 Reading Framework.pdf
  29. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic reviews, 10(1), 1-11.
  30. Peterson, R.L.; Pennington, B.F. Developmental dyslexia. Lancet 2012, 379, 1997–2007.
  31. Puradireja, S. M. (2022). The Effectiveness of Flashcard Media and Letter Learning Applications to Help Dyslexic Children's Reading Ability in Elementary School. Child Education Journal, 4(1), 61-78.
  32. R. Ibrahim, N. Z. A. Rahim, D. W. H. Ten, R. C. Yusoff, N. Maarop, S. Yaacob, Student’s opinions on online educational game for learning programming introductory, International Journal of Advanced Computer Science and Applications 9 (2018). doi:10.14569/IJACSA.2018.090647
  33. Rodríguez-Cano, S., Delgado-Benito, V., Ausín-Villaverde, V., & Martín, L. M. (2021). Design of a virtual reality software to promote the learning of students with dyslexia. Sustainability, 13(15), 8425.
  34. Russell, M. (2019). Gaming Through Dyslexia: An Interactive Digital Application That Is a Learning Tool for Students Under the Age of Ten That Have Dyslexia (Doctoral dissertation, Auckland University of Technology).
  35. San Jose, A. E. (2012). Linguistic experiences of adult dyslexic learners. UIC Research Journal, 18(1), 1-1.
  36. Sanford, K. L. (2015). Factors that Affect the Reading Comprehension of Secondary Students with Disabilities. Retrieved from https://repository.usfca.edu/diss/125
  37. Sekovanić, V., Vukovac, D. P., & Podbojec, Z. (2012). Usability case study of adapted e-learning course for dyslexic students. In Proceedings of the 5th International Conference of Education, Research and Innovation (p. 1998).
  38. Shaywitz, B. A., &Shaywitz, S. E. (2020). The American experience: Towards a 21st century definition of dyslexia. Oxford Review of Education, 46(4), 454-471.
  39. Silva, R., Rodrigues, R., & Leal, C. (2020). Student learning motivations in the field of management with (and without) gamification. Journal of Management and Business Education, 3(1), 47–71. https://doi.org/10.35564/jmbe.2020.0005
  40. Skiada, R., Soroniati, E., Gardeli, A., & Zissis, D. (2014). EasyLexia: A mobile application for children with learning difficulties. Procedia Computer Science, 27, 218-228.
  41. TEMAGOULT, N. The Impact of Integrating Aidodys Application as a Pedagogical Aid on the Reading Fluency of Dyslexic Learners The case of 4th and 5th grade dyslexic learners Ben Chaib Saleh Primary School-Arris.
  42. Trybus, Jessica. 2015. “Game-Based Learning: What it is, Why it Works, and Where it’s Going.” New Media Institute. Accessed April 6. http://www.newmedia.org/game-based-learning--what-it-is-why-it works-and-where-its-going.html.
  43. Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114, 175-192.
  44. Volkmer, S.; Schulte-Körne, G. Cortical responses to tone and phoneme mismatch as a predictor of dyslexia? A systematic review. Schizophr. Res. 2018, 191, 148–160.
  45. World Health Organization. International Statistical Classification of Diseases and Related Health Problems, 10th Revision; World Health Organization: Geneva, Switzerland, 2016