Intervention Study Of Action Video Games On Chinese Dyslexia Of Primary School Students

Reading is the most basic and important way for human beings to learn and acquire knowledge.Although most children can easily acquire reading skills,the study found it extremely difficult for about 10% of children to learn to read,and they may not be able to read and keep up with the rhythm of school teaching.From the third grade of primary school,the amount of reading required has increased rapidly,and primary school students have entered a critical period of learning and readingIf you can't acquire reading ability during this period,it will lead to many adverse consequences,which will hinder the learning,cognition,emotion and interpersonal society of primary school students,thus having a lasting and far-reaching impact on children's development.In recent years,more and more studies have found that children with dyslexia have visual space attention deficits,and a large amount of evidence indicates that action video games can improve individual visual space attention ability,at the same time,foreign researchers have demonstrated the feasibility of using action video games to intervene in children with developmental dyslexia.Therefore,this study mainly explores the effect of using action video games to intervene Chinese students with dyslexia.The study was divided into two experiments.Experiment 1 compared the visual space attention ability of 26 children with dyslexia and 30 normal children.In experiment 2,26 children with dyslexia were randomly divided into experimental group and control group.The experimental group received an intervention program for action video game training,while the control group received non-action video game training.Before and after the intervention,the experimental group and the controlgroup were tested by visual search task,literacy test,essay reading test,and reading comprehension test to measure the effect of the action video game intervention training program used in this study.The research conclusions are as follows:(1)Children with dyslexia spend more time on complex visual search tasks than normal children,and there is a significant difference,indicating that children with dyslexia have defects in visual spatial attention(2)After the action video game intervention,the visual search time of the experimental group children decreased,and the difference reached a significant level,indicating that the action video game can improve the visual space attention ability of children with dyslexia.(3)The children in the experimental group who received the action video game training scored higher in the literacy test than in the control group that received the non-action video game training,and the reading speed was significantly improved in the post-test reading,and the reading error was significantly reduced.A significant level indicates that the intervention training program of this study is conducive to improving reading ability.(4)In terms of reading comprehension,there was no significant difference between the experimental group and the control group in the pre and post test,indicating that the action video game could not effectively improve the reading comprehension score of children with dyslexia.