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Improving Reading Through Videogames and Digital Apps: A Systematic Review.

Mikel Ostiz-Blanco1, Javier Bernacer1, Irati Garcia-Arbizu1

  • 1Mind-Brain Group, Institute for Culture and Society (ICS), University of Navarra, Pamplona, Spain.

Frontiers in Psychology
|October 4, 2021
PubMed
Summary
This summary is machine-generated.

Electronic interventions show promise for improving reading skills. Future research should focus on randomized controlled trials with larger sample sizes and longer intervention durations for reliable results.

Keywords:
PEDroPRISMAcomputer-based interventiondyslexiafirst-language

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Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Reading Science

Background:

  • Electronic interventions are increasingly used to enhance reading abilities.
  • This systematic review synthesizes characteristics of randomized controlled trials (RCTs) and quasi-experimental studies on first-language reading improvement.
  • The goal is to identify reliable study features and inform future research directions.

Approach:

  • Systematic review following PRISMA guidelines, with protocol registration (doi: 10.17605/OSF.IO/CKM4N).
  • Searched Scopus, PubMed, Web of Science, and Unika, identifying 6,230 articles.
  • Included 55 studies meeting eligibility criteria, focusing on interventions for first-language reading in children and adults with control groups.

Key Points:

  • Thirty-three diverse electronic tools were utilized, predominantly in English.
  • Studies varied significantly in sample size, intervention length, and control tasks.
  • Risk of bias was generally medium to low, but conflict of interest disclosures were often missing.

Conclusions:

  • Future research should prioritize randomized intervention and control groups.
  • Recommended sample sizes exceed 65 participants per group.
  • Interventions should be longer than 15 hours, with mandatory conflict of interest disclosures.