Eye-gaze digital games improve motivational and attentional abilities in RETT syndrome

Abstract

Introduction: Recently, there has been an increase in the use of eye-gaze digital games in the field of education. Many studies have underlined that eye-gaze digital game use plays an important role in supporting students with intellectual disability. Digital game-based learning (DGBL) or educational games have the potential to provide effective, powerful learning environments in which disabled learners need to develop or improve cognitive skills. Method: The main focus of this study is to investigate the role of eye-gaze digital games in improving motivational and attentional abilities in subjects with Rett Syndrome (RTT). Fifty two Italian female patients with RTT (mean=12.10 years, SD=8.70) participated in the study, 30 in the treatment group and 22 in the awaiting treatment group. We employed a pre-test-post-test comparison design to evaluate the benefits of digital game-based learning on attention and motivation measures. In both pre-test and post-test phases, neuropsychological and behavioural parameters were measured using eye tracker technology. In addition, attentional and motivational measures were both evaluated in these two phases. In the learning phase, participants were presented with eye-gaze digital games, pre-installed in the Tobii Series-I eye-tracker. Eye-gaze games were divided into 5 levels: Blank Screen Engagement, Object Displacement, Zoned Focusing, Active Exploration and Controlled Targeting. Finding: The findings indicated a performance enhancement in attention and motivation. Suggestions and Conclusion: The results are discussed in terms of their implications for supporting eye-gaze digital game use in education and learning in subjects with RTT.