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The effect of online visual games on visual perception, oculomotor, and balance skills of children with developmental dyslexia during the COVID-19 pandemic

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Abstract

Purpose

To evaluate the effect of online visual games on the balance, visual perception, and oculomotor skills of children with developmental dyslexia during the COVID-19 pandemic.

Methods

In this single-blind randomized clinical trial, 50 children with developmental dyslexia, aged 7 to 11 years, were recruited from rehabilitation centers in Tehran, Iran, using a convenience sampling strategy. Participants were randomly divided into two groups: intervention (25) and control (25), with close matching based on sex, age, IQ, and type of disease. The interventions consisted of web-based online computer games focusing on visual perception and oculomotor skills. Outcome measures included the Test of Visual Perception Skills—Revised, the Pediatric Balance Scale, and videonystagmography. The Wechsler Intelligence Scale for Children—IV and the Reading and Dyslexia Test were used to evaluate IQ and reading skills, respectively.

Results

The intervention group exhibited significant post-intervention improvements in the Test of Visual Perception Skills—Revised, tracking gain, saccade latency, and saccade velocity scores (all P < 0.001). In contrast, the control group showed no significant differences in these tests in pre- and post-intervention (all P > 0.05). Notably, post-intervention comparisons between the groups revealed significant differences in smooth pursuit eye movements (P < 0.001), saccade latency (P = 0.027), and saccade velocity (P < 0.001). The Pediatric Balance Scale scores remained unchanged in both groups post-intervention (intervention: P = 0.317; control: P = 0.999). Game face validity was affirmed with impact scores above 1.5 for all items, suggesting that the games were straightforward, clear, and relevant.

Conclusion

Online visual games enhanced oculomotor and visual perception skills in children with dyslexia but did not influence balance skills.

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Funding

The authors declare that no funds, grants, or other support were received during the preparation of this manuscript.

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Authors and Affiliations

  1. Department of Occupational Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran

    Hamid Dalvand & Niloufar Chamani

  2. Department of Neurosciences and Movement Sciences, Faculty of Science and Medicine, University of Fribourg, Fribourg, Switzerland

    Niloufar Chamani

  3. Department of Computer Engineering and Information Technology, University of Qom, Qom, Iran

    Kheirolah Rahsepar-Fard

  4. Optometry Department, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran

    Masoud Khorrami-Nejad

  5. Department of Speech Therapy, School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran

    Hooshang Dadgar

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  1. Hamid Dalvand
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All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by NC and HD. The first draft of the manuscript was written by NC and HD and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Correspondence to Niloufar Chamani.

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Dalvand, H., Chamani, N., Rahsepar-Fard, K. et al. The effect of online visual games on visual perception, oculomotor, and balance skills of children with developmental dyslexia during the COVID-19 pandemic. Int Ophthalmol 43, 5011–5024 (2023). https://doi.org/10.1007/s10792-023-02904-x

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