VIDEOGIOCHI: influenze sul comportamento e sul funzionamento psicologico in età di sviluppo

Transcript

1 VIDEOGIOCHI: influenze sul comportamento e sul funzionamento psicologico in età di sviluppo

2 L aumento dell uso dei videogiochi (oggi disponibili anche in rete sui cellulari) è crescente, anche se con variazioni nei diversi paesi e nelle diverse culture (in Italia: fra le attività preferite : 26% fra i 3 e i 5 anni, 70% fra i 16 e i 17 anni) Vi è una forte pressione del mercato per spingere all acquisto di videogiochi e attrezzature elettroniche sempre più potenti e complesse Numerose ricerche hanno indagato gli effetti dei diversi tipi di videogiochi sul funzionamento cognitivo e sui comportamenti sociali di bambini e adolescenti

3 Numerose ricerche hanno indagato gli effetti dei diversi tipi di videogiochi sul funzionamento cognitivo e sui comportamenti sociali di bambini e adolescenti EFFETTI NEGATIVI dei videogiochi EFFETTI POSITIVI dei videogiochi

4 EFFETTI NEGATIVI dei videogiochi Uno dei problemi più dibattuti: possibili effetti negativi sul comportamento e sulle prestazioni scolastiche dell abuso di alcuni tipi di videogiochi - esposizione a videogiochi violenti incrementa l attivazione psicologica, può aumentare il pensiero e il comportamento aggressivo e i conflitti interpersonali (effetti verificati anche in Italia su 571 ragazzi fra i 7 e i 15 anni: Milani et al., 2012) - un uso molte frequente di videogiochi può peggiorare il rendimento scolastico (Gentile e Anderson, 2003; Jackson et al., 2011)

5 EFFETTI NEGATIVI dei videogiochi L uso di videogiochi violenti sembra poter influenzare l attività cerebrale W. Mattews et al. (2011) - 97 Radiological Society of North America annual meeting. 22 maschi tra i 18 e i 29 anni assegnati casualmente a 2 diverse condizioni sperimentali: 10 ore di gioco con videogiochi violenti nella 1 settimana + non gioco nella 2 settimana oppure gioco con videogioco non violento nella seconda settimana. Alla fine della 1 e della 2 settimana ai giocatori venivano somministrati due compiti attentivi.

6 EFFETTI NEGATIVI dei videogiochi 2 compiti attentivi, compiti Stroop modificati: - emotional Stroop task: i partecipanti dovevano identificare il colore delle parole in una lista di parole emotive, in cui alcune parole erano violente (es. hit ), altre non-violente; - counting Stroop task: i partecipanti dovevano contare una serie di parole su di uno schermo di un computer indicanti un numero diverso dal numero degli item. Nel corso dei due test veniva utilizzata una fmri per rilevare l attività cerebrale dei partecipanti. Dopo la prima settimana (esposizione a giochi violenti) i partecipanti mostravano meno attività nelle aree cerebrali legate ad attivazione emotiva e meno attività nelle aree legate a self-control/inibizione

7 Questi effetti possono essere particolarmente intensi per alcuni tipi di videogames

8 EFFETTI NEGATIVI dei videogiochi L abuso di videogiochi più inoltre portare a: - dipendenza (Dill e Dill, 1998): comportamento compulsivo verso i giochi elettronici, sacrificando tempo e denaro a scapito di scuola e attività sociali - particolarmente per soggetti predisposti, conseguenze fisiche: allucinazioni visive ed uditive, dolori articolari, epilessia in soggetti fotosensibili (Riesenhuber, 2004)

9 EFFETTI NEGATIVI dei videogiochi EFFETTI POSITIVI dei videogiochi

10 EFFETTI NEGATIVI dei videogiochi EFFETTI POSITIVI dei videogiochi

11 Molti videogiochi, specificamente progettati e adeguatamente usati, hanno mostrato potenzialità positive: Abilità sociali - per incrementare comportamenti socialmente positivi (Bartholow & Sestir, 2010), e anche in soggetti con problemi di sviluppo. - per promuovere ed aiutare la formazione di abilità sociali (capacità di negoziare i ruoli, comprendere le regole della società).

12 Abilità cognitive - per facilitare l autoregolazione, sia nell ambito emozionale che in quello cognitivo per esempio, nei casi di deficit attentivo e iperattivita (ADHD) (Salonius e Pasternak, 2005). - per promuovere l acquisizione o l incremento di capacità spaziali, risoluzione di problemi, abilità matematiche, per la coordinazione visuo-motoria, destrezza manuale, tempi di reazione (Dill e Dill, 1998). - per training abilità cognitive in disturbi dell apprendimento (es. dislessia). - per favorire e sostenere l apprendimento.

13 I videogiochi possono avere effetti positivi nei processi visivi e attentivi: soggetti che usano più frequentemente alcuni tipi di videogiochi hanno mostrato prestazioni migliori in abilità implicanti l elaborazione di scene visive e sequenze rapide di stimoli; coloro che li usano meno frequentemente mostrano un aumento di punteggi dopo un esercizio con gli stessi videogiochi anche limitato (Green e Bavelier, 2003)

14 I videogiochi possono avere effetti positivi nei processi visivi e attentivi: in un compito di numerazione rapida di oggetti presentati a video coloro che usano più frequentemente i videogiochi hanno mostrato prestazioni migliori. Ciò potrebbe essere dovuto a un processo preattentivo, con l utilizzo di una strategia automatica di scansione più veloce (Riesenhuber, 2004)

15 I videogiochi possono avere incrementare processi di organizzazione spaziale dell informazione: E stato utilizzato un gioco che coinvolge capacità di tipo spaziale, al fine di confrontare l incremento delle abilità spaziali in un gruppo sperimentale che aveva usato quel gioco e in un gruppo di controllo, che aveva usato un altro gioco che non coinvolge abilità spaziali. MARBLE MADNESS CONJECTURE = WORD GAME (Subrahmanyam e Greenfield, 1994)

16 I videogiochi possono avere incrementare processi di organizzazione spaziale dell informazione: 61 ragazzi di 11 anni divisi in due gruppi à videogioco CON abilità spaziali, videogioco SENZA abilità spaziali. Test che misura abilità spaziali (Pellegrino et al., 1987) PRIMA e DOPO aver giocato per 2h e 45 minuti con i videogiochi: ü batteria con 10 subtest, 5 per abilità spaziali statiche, 5 per abilità spaziali dinamiche. (Subrahmanyam e Greenfield, 1994)

17 I videogiochi possono avere incrementare processi di organizzazione spaziale dell informazione: ü batteria con 10 subtest, 5 per abilità spaziali statiche, 5 per abilità spaziali dinamiche. 3 scale: Memory lane: riconoscere il percorso di 3 oggetti in movimento; Extrapolation: riprodurre la traiettoria di un oggetto in movimento; Intercept: intercettare un oggetto in movimento (UFO) con un altro oggetto in movimento (missile).

18 Nel post-test si è osservata una diminuzione significativa degli errori nel compito di abilità spaziali nei soggetti del primo gruppo (Video Game Group). EFFETTI POSITIVI dei videogiochi I videogiochi possono avere incrementare processi di organizzazione spaziale dell informazione:

19 I videogiochi possono avere incrementare processi di organizzazione spaziale dell informazione: Miglioramento più marcato nei bambini con scarse abilità spaziali

20 I videogiochi sono utili come training per abilità attentive nella dislessia. Please cite this article in press as: Franceschini et al., Action Video Games Make Dyslexic Children Read Better, Current Biology (2013), Current Biology 23, 1 5, March 18, 2013 ª2013 Elsevier Ltd All rights reserved Action Video Games Make Dyslexic Children Read Better Report Sandro Franceschini, 1,3 Simone Gori, 1,2,3 Milena Ruffino, 2 Simona Viola, 1 Massimo Molteni, 2 and Andrea Facoetti 1,2,3, * 1 Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua 35131, Italy 2 Developmental Neuropsychology Unit, Scientific Institute E. Medea, Bosisio Parini, Lecco 23842, Italy Summary Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3 12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate 2 premesse strategies) appears to be the most efficient treatment [1, 2, 13]. However, all the existing treatments are controversial and demand high levels of resources. Moreover, the cognitive processes underlie the improvements in reading ability remain unclear [1, 4]. Attentional dysfunction is an important core deficit in dyslexic individuals [6, 9 12, 16 18]. Letters must be precisely selected from among other cluttering graphemes [19] by rapid orientation of visual attention [20] before the correct letterto-speech sound integration applies [3 6, 9, 17]. Efficient attention improves the perception of stimuli [20] and increases the development of neural connections [21] between letter and speech sound [4, 5]. An attentional deficit reduces the success of traditional dyslexia treatments, because learning ability is hampered by spatial and temporal attention dysfunction. Thus, treatment of attentional deficits could be crucial in dyslexia remediation.

21 letters to nature Premessa 1... Action video game modifies visual selective attention Es. flanker compatibility task C. Shawn Green & Daphne Bavelier Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester, Rochester, New York 14627, USA... As video-game playing has become a ubiquitous activity in today s society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an Identificare se un quadrato o organism to an altered visual environment often results in modification of the visual system of the organism. The field of un rombo compare in uno perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, dei tends to 6 be specific cerchi to the trained ignorando task; that is, generalization new tasks is rarely found Here we show, by contrast, thatl elemento action-video-game playing distrattore: capable of altering a range of visual skills. Four experiments establish changes in different aspects of visual attention in habitual video-game players as compared with non-video-game players. In a fifth experiment, non-players- distrattore trained on an action compatibile video game show marked improvement from their pre-training abilities, thereby establishing- the role distrattore of playing in this effect. incompatibile We first used the flanker compatibility effect, a standard experimental paradigm in attentional studies, to determine whether video-game playing produces an overall increase in attentional capacity 11. This task measures the effect of a to-be-ignored distractor on a target task. The size of this distractor effect has been proposed to provide an index of left-over attentional resources. In 12

22 letters to nature Premessa 1... Action video game modifies visual selective attention Es. flanker compatibility task C. Shawn Green & Daphne Bavelier Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester, Rochester, New York 14627, USA... As video-game playing has become a ubiquitous activity in today s society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an Effetto compatibilità: tempi organism to an altered visual environment often results in modification of the visual system of the organism. The field of di reazione minori nella perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, condizione tends to be specific todi the trained compatibilità task; that is, generalization to new tasks is rarely found Here we show, by contrast, thattra action-video-game target playinge is capable distrattori of altering a range of visual skills. Four experiments establish changes in different aspects rispetto of visual attention alla in habitual condizione video-game players di as compared with non-video-game players. In a fifth experiment, non-players incompatibilità trained on an action video à game misura show marked improvement from their pre-training abilities, thereby establishingdelle the role ofrisorse playing in thisattentive. effect. We first used the flanker compatibility effect, a standard experimental paradigm in attentional studies, to determine whether video-game playing produces an overall increase in attentional capacity 11. This task measures the effect of a to-be-ignored distractor on a target task. The size of this distractor effect has been proposed to provide an index of left-over attentional resources. In 12

23 letters to nature Premessa 1... Action video game modifies visual selective attention Es. flanker compatibility task C. Shawn Green & Daphne Bavelier Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester, Rochester, New York 14627, USA... As video-game playing has become a ubiquitous activity in today s society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an La difficoltà del compito è organism to an altered visual environment often results in modification of the visual system of the organism. The field of stata manipolata variando il perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, numero tends to be specificdi to the trained distrattori task; that is, generalization to new tasks is rarely found Here we show, by contrast, thatpresenti action-video-game playing nei is capable 6 of altering cerchi a range of visual skills. Four experiments establish changes in different aspects (nessuno, of visual attention 1, in3 habitual o 5). video-game players as compared with non-video-game players. In a fifth experiment, non-players trained on an action video game show marked improvement from their pre-training abilities, thereby establishing the role of playing in this effect. We first used the flanker compatibility effect, a standard experimental paradigm in attentional studies, to determine whether video-game playing produces an overall increase in attentional capacity 11. This task measures the effect of a to-be-ignored distractor on a target task. The size of this distractor effect has been proposed to provide an index of left-over attentional resources. In 12

24 letters to nature Premessa 1... Action video game modifies visual selective attention C. Shawn Green & Daphne Bavelier Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester, Rochester, New York 14627, USA... As video-game playing has become a ubiquitous activity in today s society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an organism L effetto to an altered visual compatibilità environment often results in modification of the visual system of the organism. The field of perceptual decresce learning provides many all aumentare examples of training-induced increases in performance. But perceptual learning, when it occurs, tends to be specific to the trained task; that is, generalization to new tasks is rarely found Here we show, by contrast, della difficoltà del that action-video-game playing is capable of altering a range of visual compito skills. Four experiments per establish i NVGP changes in(non different aspects of visual attention in habitual video-game players as comparedvideo with non-video-game game players. player), In a fifth experiment, ma non-players trained on an action video game show marked improvement from their pre-training abilities, thereby establishing the rolenon of playingper this effect. i VGP (video We first used the flanker compatibility effect, a standard experimental paradigm ingame attentional studies, player) to determine whether video-game playing produces an overall increase in attentional capacity 11. This task measures the effect of a to-be-ignored distractor on a target task. The size of this distractor effect has been ure 1 Measure of attentional resources. a, Flanker compatibility task. Participants proposed to provide an index of left-over attentional resources. In 12

25 letters to nature Premessa 1... Action video game modifies visual selective attention C. Shawn Green & Daphne Bavelier Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester, Rochester, New York 14627, USA... As video-game playing has become a ubiquitous activity in today s society, it is worth considering its potential consequences on perceptual and motor skills. It is well known that exposing an organism to an altered visual environment often results in modification of the visual system of the organism. The field of perceptual learning provides many examples of training-induced increases in performance. But perceptual learning, when it occurs, tends to be specific to the trained task; that is, generalization to new tasks is rarely found Here we show, by contrast, that action-video-game Maggiori playing is capable risorse of altering a range of visual skills. Four experiments establish changes in different aspects of visual attentive attention in habitual nei video-game VGP players as compared with non-video-game players. In a fifth experiment, non-players trained on an action video game show marked improvement from their pre-training abilities, thereby establishing the role of playing in this effect. We first used the flanker compatibility effect, a standard experimental paradigm in attentional studies, to determine whether video-game playing produces an overall increase in attentional capacity 11. This task measures the effect of a to-be-ignored distractor on a target task. The size of this distractor effect has been ure 1 Measure of attentional resources. a, Flanker compatibility task. Participants proposed to provide an index of left-over attentional resources. In 12

26 Premessa 2 Please cite this article in press as: Franceschini et al., A Causal Link between Visual Spatial Attention and Reading Acquisition, Current Biology (2012), doi: /j.cub Current Biology 22, 1 6, May 8, 2012 ª2012 Elsevier Ltd All rights reserved DOI /j.cub A Causal Link between Visual Spatial Attention and Reading Acquisition Report Sandro Franceschini, 1,3 Simone Gori, 1,2 Milena Ruffino, 2 Katia Pedrolli, 1 and Andrea Facoetti 1,2,3, * 1 Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padova 35131, Italy 2 Developmental Neuropsychology Unit, Scientific Institute E. Medea, Bosisio Parini, Lecco 23842, Italy Summary Reading is a unique, cognitive human skill crucial to life in modern societies, but, for about 10% of the children, learning to read is extremely difficult. They are affected by a neurodevelopmental disorder called dyslexia [1, 2]. Although impaired auditory and speech sound processing is widely assumed to characterize dyslexic individuals [1 5], emerging evidence suggests that dyslexia could arise from a more basic cross-modal letter-to-speech sound integration deficit [6 9]. Letters have to be precisely selected from irrelevant and cluttering letters [10, 11] by rapid orienting of visual attention before the correct letter-to-speech sound integration applies [12 17]. Here we ask whether prereading visual parietal-attention functioning may explain future reading emergence and development. The present 3 year longitudinal study shows that prereading attentional orienting assessed by serial search performance and spatial cueing facilitation captures future reading acquisition skills in grades 1 and 2 after controlling for age, nonverbal IQ, speech-sound processing, and nonalphabetic crossmodal mapping. Our findings provide the first evidence that visual spatial attention in preschoolers specifically predicts The hypothesis that orienting of visual attention is crucial to the emerging reading abilities [13 17, 27] predicts that future first grade poor readers already show both poor serial search and automatic spatial cueing deficit in kindergarten. Independently of any a priori classification of the future reading disorder, if the parietal visual attentional functioning is a neurocognitive causal factor of reading acquisition, prereading visual spatial attention skills in T1 should predict, across the entire sample of children, future reading emergence in grade 1 as well as reading development in grade 2, even if prereaders chronological age, nonverbal IQ, speech-sound processing [3 5, 21], and nonalphabetic cross-modal mapping [6 8, 22, 23] are controlled for. L attenzione visuo-spaziale misurata nei bambini prescolari predice le future capacità di lettura. Prereading Neurocognitive Deficits in Future Poor Readers: Group Analysis Based on their standardized score in text reading ability [24], children at the end of grade 1 (T2) were divided into two groups. A child was assigned to the poor readers (PR) group if her/his Z score for averaged fluency and accuracy text reading was below 1.5 SDs. All children who did not meet the criterion for inclusion in the PR group were assigned to the normal readers (NR) group. The two groups thus obtained counted 14 PR and 68 NR with different skills in text reading. In order to control the group-selection reliability, we also analyzed group differences for the other reading and phonological decoding tasks. In grade 1, group differences were found not only in single word and pseudoword reading but also in the fluency of letter naming. Letter naming is a crucial index of letter-to-speech sound integration that has been found to be impaired in both adults and children with dyslexia [6 8]. Although letter naming is considered to be one of the most important predictors of subsequent reading acquisition

27 I videogiochi sono utili come training per abilità attentive nella dislessia. Please cite this article in press as: Franceschini et al., Action Video Games Make Dyslexic Children Read Better, Current Biology (2013), Current Biology 23, 1 5, March 18, 2013 ª2013 Elsevier Ltd All rights reserved Action Video Games Make Dyslexic Children Read Better Report Sandro Franceschini, 1,3 Simone Gori, 1,2,3 Milena Ruffino, 2 Simona Viola, 1 Massimo Molteni, 2 and Andrea Facoetti 1,2,3, * 1 Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua 35131, Italy 2 Developmental Neuropsychology Unit, Scientific Institute E. Medea, Bosisio Parini, Lecco 23842, Italy selected from among other cluttering graphemes [19] by rapid orientation of visual attention [20] before the correct letterto-speech sound integration applies [3 6, 9, 17]. Efficient Summary attention improves the perception of stimuli [20] and increases un action video game o nonaction video game Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder speech sound [4, 5]. An attentional deficit reduces the success the development of neural connections [21] between letter and called dyslexia [1, 2]. The neurocognitive causes of dyslexia of traditional dyslexia treatments, because learning ability is are still hotly debated [3 12]. Dyslexia remediation is far hampered by spatial and temporal attention dysfunction. from being fully achieved [13], and the current treatments Thus, treatment of attentional deficits could be crucial in demand high levels of resources [1]. Here, we demonstrate dyslexia remediation. that only 12 hr of playing action video games not involving any direct phonological or orthographic training attention abilities [14, 15, 22], we investigated the effects of Since video game training has been proven to increase drastically improve the reading abilities of children with video games on children with dyslexia. In contrast to typical dyslexia. We tested reading, phonological, and attentional perceptual learning findings in which performance improvement for supra- or subliminal features is strictly stimulus skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for specific [23, 24], attentional action video game (AVG) training nine sessions of 80 min per day. We found that only playing action video games improved children s reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition. strategies) appears to be the most efficient treatment [1, 2, 13]. However, all the existing treatments are controversial and demand high levels of resources. Moreover, the cognitive processes underlie the improvements in reading ability remain unclear [1, 4]. Attentional dysfunction is an important core deficit in dyslexic individuals [6, 9 12, 16 18]. Letters must be precisely 20 bambini dislessici di 10 anni assegnati testati con Training di 12 ore 9 sessioni da 80 minuti should produce learning that transfers well beyond the task domain [22]. It is predicted that AVG training will improve letter-to-speech sound mapping (phonological decoding) and, consequently, reading abilities. To test this hypothesis, we measured the phonological decoding of pseudowords and word text reading skills in 20 children with dyslexia before (T1) and after (T2) two video game trainings. Ten dyslexic children were assigned to AVG and ten to nonaction video game (NAVG) training (see the Supplemental Experimental Procedures available online). Chronological age, full intelligence quotient (IQ), reading severity (measured in speed and errors during reading of word and pseudoword clinical lists), and phonological skills

28 I videogiochi sono utili come training per abilità attentive nella dislessia. Please cite this article in press as: Franceschini et al., Action Video Games Make Dyslexic Children Read Better, Current Biology (2013), Current Biology 23, 1 5, March 18, 2013 ª2013 Elsevier Ltd All rights reserved Action Video Games Make Dyslexic Children Read Better Report Sandro Franceschini, 1,3 Simone Gori, 1,2,3 Milena Ruffino, 2 Simona Viola, 1 Massimo Molteni, 2 and Andrea Facoetti 1,2,3, * 1 Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua 35131, Italy 2 Developmental Neuropsychology Unit, Scientific Institute E. Medea, Bosisio Parini, Lecco 23842, Italy Summary Training con action Learningvideo to read is extremely difficult game: for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3 12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games not involving any direct phonological or orthographic training drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before spaziale e temporale). and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children s reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role accuratezza). of attention in reading acquisition. - migliora abilità attentive (attenzione - migliora abilità di lettura (velocità e strategies) appears to be the most efficient treatment [1, 2, 13]. However, all the existing treatments are controversial and demand high levels of resources. Moreover, the cognitive processes underlie the improvements in reading ability remain unclear [1, 4]. Attentional dysfunction is an important core deficit in dyslexic individuals [6, 9 12, 16 18]. Letters must be precisely selected from among other cluttering graphemes [19] by rapid orientation of visual attention [20] before the correct letterto-speech sound integration applies [3 6, 9, 17]. Efficient attention improves the perception of stimuli [20] and increases the development of neural connections [21] between letter and speech sound [4, 5]. An attentional deficit reduces the success of traditional dyslexia treatments, because learning ability is hampered by spatial and temporal attention dysfunction. Thus, treatment of attentional deficits could be crucial in dyslexia remediation. Since video game training has been proven to increase attention abilities [14, 15, 22], we investigated the effects of video games on children with dyslexia. In contrast to typical perceptual learning findings in which performance improvement for supra- or subliminal features is strictly stimulus specific [23, 24], attentional action video game (AVG) training should produce learning that transfers well beyond the task domain [22]. It is predicted that AVG training will improve letter-to-speech sound mapping (phonological decoding) and, consequently, reading abilities. To test this hypothesis, we measured the phonological decoding of pseudowords and word text reading skills in 20 children with dyslexia before (T1) and after (T2) two video game trainings. Ten dyslexic children were assigned to AVG and ten to nonaction video game (NAVG) training (see the Supplemental Experimental Procedures available online). Chronological age, full intelligence quotient (IQ), reading severity (measured in speed and errors during reading of word and pseudoword clinical lists), and phonological skills

29 Please cite this article in press as: Franceschini et al., Action Video Games Ma (2013), EFFETTI POSITIVI dei videogiochi Current Biology Vol 23 No 6 4 I videogiochi sono utili come training per abilità attentive nella dislessia. A improvemen enhanceme ance of read Table S6), d tional functi directly red increasing t 22, 25] and Discussion Es. sistema di allerta (differenza tra i due SOA 50 ms e 100 ms) diventa più efficiente in AVG Previous stu crucial for le (orthograph edge [6, 10 studies hav in dyslexic risk for dysl present befo tudinal stud predicts fut controlling n

30 I videogiochi sono utili come training per abilità attentive nella dislessia. B C Es. sistema di allerta (differenza tra i due SOA 50 ms e 100 ms) diventa più efficiente in AVG Figure 3. Crossmodal Temporal Attention Task and Results An auditory spatial-temporal cue was presented in the left, right, or bot loudspeakers placed on either side of the screen. A dog appearing in on of the two circles was the target stimulus. Children had to press one o two buttons on the keyboard to indicate whether the target appeared i the left or the right circle (A). Crossmodal temporal attention improvement

31 I videogiochi sono utili per favorire e sostenere l apprendimento. Si diffonde nell ultimo decennio la ricerca e la sperimentazione sul DGBL (Digital Game-Based Learning) Utilizzo dei videogiochi digitali con obiettivi educativi. Il videogioco diventa uno strumento che potenzia e sostiene i processi di apprendimento.

32 I videogiochi sono utili per favorire e sostenere l apprendimento. Esempio di DGBL Tipo di gioco Esempi di gioco Valore educativo Azione Gioco di ruolo Avventura Violenti: Counter Strike, Call of Duty, Battlefield, Tomb Rider, 1942; America s Army, Brothers in Arms, Gears of War, Callout 3. Non violenti: Mirrors Edge, Super Mario Bros, Re Mission, Need for Speed, Mario Galaxy, Pac Man, Asteroids. Fable, Dragon Age: Origins, Dragon Age 2, Neverwinter Nights, The Elder Scrolls, Baldur's Gate. Braid, Portal; Monkey Island, Maniac Mansion, Zelda; Indigo Prophecy, Heavy Rain; King s Quest; Spyro, Callout 3. Pianificazione delle risorse, abilità spaziali e immersione. Cooperazione e gestione delle risorse. Pensiero strategico problem solving Raccontare storie / incoraggiare l esplorazione, il problem solving e la creazione di legami tra diversi concetti Civilization, Lemmings, Starcraft 2, Supreme Problem solving / pianificazione /

33 EFFETTI Galaxy, Pac Man, Asteroids. POSITIVI dei videogiochi Gioco di ruolo Neverwinter Nights, The Elder Scrolls, I videogiochi sono Baldur's Gate. utili per favorire e problem solving sostenere l apprendimento. Avventura Esempio di DGBL Bros, Re Mission, Need for Speed, Mario Fable, Dragon Age: Origins, Dragon Age 2, Braid, Portal; Monkey Island, Maniac Mansion, Zelda; Indigo Prophecy, Heavy Rain; King s Quest; Spyro, Callout 3. Cooperazione e gestione delle risorse. Pensiero strategico Raccontare storie / incoraggiare l esplorazione, il problem solving e la creazione di legami tra diversi concetti Strategia Simulazione Civilization, Lemmings, Starcraft 2, Supreme Commander, Age of Empires, Dune II, Warcraft, Command and Conquer. The Sims, Sim City, Angry Birds,. Problem solving / pianificazione / comprendione di regole complesse / ricreare eventi storici Vivere in mondi virtuali / esplorazione e riscontro teorico / osservazione delle interazioni e dei loro risultati sull ambiente Combattimento e Sport Fifa Soccer Saga, Pro Evolution Soccer, NBA Live, Tekken (saga), Street Fighter (saga). Gioco di squadra, esercizio sportivo / coordinazione mano occhi e sviluppo dei riflessi

34 In generale, si può affermare che le influenze dei videogiochi sullo sviluppo psicologico dipendono da molteplici fattori: - Quali videogiochi vengono usati e per quale fine. - La quantità di tempo che bambini e adolescenti vi dedicano. - I contesti della fruizione (casa, scuola, locali esterni). - Le interazioni con tutti gli altri fattori socioculturali (per es. il livello culturale della famiglia). - Fattori come l età e lo sviluppo cognitivo di chi li usa.