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Improving Reading Through Videogames and Digital Apps: A Systematic Review

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dc.contributor.authorOstiz Blanco, Mikel
dc.contributor.authorBernacer, Javier
dc.contributor.authorGarcía Arbizu, Irati
dc.contributor.authorDíaz Sánchez, Patricia
dc.contributor.authorLallier, Marie
dc.contributor.authorArrondo, Gonzalo
dc.contributor.authorRello, Luz
dc.contributor.funderCarnegie Mellon University
dc.contributor.funderUniversidad de Navarra
dc.contributor.funderFundación Caja Navarra
dc.contributor.funderFundación Banco Sabadell
dc.contributor.rorhttps://ror.org/02jjdwm75
dc.date.accessioned2024-07-08T13:14:18Z
dc.date.available2024-07-08T13:14:18Z
dc.date.issued2021
dc.description.abstractBackground: The use of electronic interventions to improve reading is becoming a common resource. This systematic review aims to describe the main characteristics of randomized controlled trials or quasi-experimental studies that have used these tools to improve first-language reading,in order to highlight the features of the most reliable studies and guide future research. Methods: The whole procedure followed the PRISMA guidelines,and the protocol was registered before starting the process (doi: 10.17605/OSF.IO/CKM4N). Searches in Scopus,PubMed,Web of Science and an institutional reference aggregator (Unika) yielded 6,230 candidate articles. After duplicate removal,screening,and compliance of eligibility criteria,55 studies were finally included. Results: They were research studies on improving first-language reading,both in children and adults,and including a control group. Thirty-three different electronic tools were employed,most of them in English,and studies were very diverse in sample size,length of intervention,and control tasks. Risk of bias was analyzed with the PEDro scale,and all studies had a medium or low risk. However,risk of bias due to conflicts of interest could not be evaluated in most studies,since they did not include a statement on this issue. Conclusion: Future research on this topic should include randomized intervention and control groups,with sample sizes over 65 per group,interventions longer than 15 h,and a proper disclosure of possible conflicts of interest. Systematic Review Registration: The whole procedure followed the PRISMA guidelines,and the protocol was registered before starting the process in the Open Science Framework (doi: 10.17605/OSF.IO/CKM4N). © Copyright © 2021 Ostiz-Blanco,Bernacer,Garcia-Arbizu,Diaz-Sanchez,Rello,Lallier and Arrondo.
dc.description.fundingtypeThis research was supported by the Institute for Culture and Society (ICS, University of Navarra), Obra Social La Caixa, Fundación Caja Navarra, Fundación Banco Sabadell and the Severo Ochoa program grant SEV-2015-049. We acknowledge the assistance of Stephanie Valencia (Carnegie Mellon University) for her assistance in writing the protocol for this systematic review.
dc.description.keywordComputer-based intervention
dc.description.keywordDyslexia
dc.description.keywordFirst-language
dc.description.keywordPEDro
dc.description.keywordPRISMA
dc.formatapplication/pdf
dc.identifier.citationOstiz-Blanco, M., Bernacer, J., Garcia-Arbizu, I., Diaz-Sanchez, P., Rello, L., Lallier, M., & Arrondo, G. (2021). Improving reading through videogames and digital apps: a systematic review. Frontiers in psychology, 12, 652-948.
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2021.652948
dc.identifier.issn16641078
dc.identifier.officialurlhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85116192050&doi=10.3389%2ffpsyg.2021.652948&partnerID=40&md5=44dfec1e515c65a735e9bf19e52157bd
dc.identifier.urihttps://hdl.handle.net/20.500.14417/3054
dc.journal.titleFrontiers in Psychology
dc.language.isoeng
dc.page.total0
dc.publisherFrontiers Media S.A.
dc.relation.departmentInformation Systems & Technology
dc.relation.entityIE University
dc.relation.projectIDFBS: SEV-2015-049
dc.relation.schoolIE Business School
dc.rightsAttribution 4,0 International
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectcomputer-based intervention; dyslexia; first-language; PEDro; PRISMA
dc.subject.keywordComputer-based intervention
dc.subject.keywordDyslexia
dc.subject.keywordFirst-language
dc.subject.keywordPEDro
dc.subject.keywordPRISMA
dc.titleImproving Reading Through Videogames and Digital Apps: A Systematic Review
dc.typeinfo:eu-repo/semantics/review
dc.version.typeinfo:eu-repo/semantics/publishedVersion
dc.volume.number12
dspace.entity.typePublication
person.identifier.scopus-author-id57192369370
person.identifier.scopus-author-id24173099100
person.identifier.scopus-author-id57283327500
person.identifier.scopus-author-id57283011000
person.identifier.scopus-author-id37040946700
person.identifier.scopus-author-id26634009300
person.identifier.scopus-author-id26321346800
relation.isAuthorOfPublication348a5d9a-4c60-4460-80fc-af50929eabd3
relation.isAuthorOfPublication.latestForDiscovery348a5d9a-4c60-4460-80fc-af50929eabd3
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