The Effect of Eight-week Wii-fit Training on Visual Perception in Children Aged 6 to 10 Years With Developmental Coordination Disorder

Nazemzadegan, Gholam Hossein; Rostami, Robabeh; Hashemi, Ayoub

doi:10.32598/sjrm.10.4.13

Cited by 1 publication

(4 citation statements)

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“…The subject of this research was also the duration of the interventions related to the use of interactive games. After a thorough investigation, it was observed that the weekly average of the time of all interventions with a positive outcome [23,24,[27][28][29][31][32][33][34][35][36][37][39][40][41][42][43][44][45][46]60] amounts to 6.52 weeks with the corresponding time of neutral outcome interventions [41,[49][50][51][52][53] to reach 8.8 weeks, which possibly indicates that the increase in the time spent with interactive games is not necessarily consistent with better performance in their visuomotor coordination. However, the interest for further investigation is born.…”

Section: Discussionmentioning

confidence: 99%

Section: Effectiveness Of Intervention Programsmentioning

confidence: 99%

“…More specifically, from the study of three reviews [38,39,55], positive results emerged in the treatment of DCD regarding the use of interactive games, despite the limitations with three scholars reporting significant positive effects on the use of VR/AR tools. In addition, the interest of one of the reviews [39], demonstrated the necessity of early interventions in active Wii Fit video games, as a significant difference was observed between the control and intervention groups. However, in the review by Hickman et al [55] and all of the articles under review, an improvement in participants' performance was observed, although the differences were not consistently significant compared to conventional treatment (Table 1).…”

Section: Effectiveness Of Intervention Programsmentioning

confidence: 99%

“…The total duration of the interactive game intervention protocols in the reviewed studies ranged from three to sixteen weeks, with a mean of ~6.3 weeks, although five studies did not report the duration of the intervention protocols [30,38,[41][42][43]47], and in one study [47], only one intervention session of interactive games was performed resulting in children in the intervention group not showing the desired results in terms of improving their visual-motor coordination, something that did not happen in all the examined studies [23,24,[27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46]50,52,[54][55][56][57][58] in which a proportional relationship between intervention time and the use of interactive games was observed (table 2).…”

Section: Duration and Frequency Of Usementioning

confidence: 99%

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Developmental Coordination Disorders (DCD) and Interactive Games: A Literature Review

Zaragas¹,

Rogoti²,

Sogias³

et al. 2022

saj

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Children with deficits or delays in visual-motor coordination skills experience difficulties in acquiring academic skills, participating in school activities as well as in social relationships. Valid and early detection of visual-motor difficulties and their treatment through intensive and effective intervention programs have been shown to bring about significant improvements in the functioning of children with DCD. The purpose of this literature review was to examine the effectiveness of intervention programs that involve the use of interactive games to deal with visual-motor coordination difficulties in preschool, school and adolescent children. The method used was the search of the relevant literature in databases (Google Scholar, PubMed, Plos One, Taylor & Francis, Science Direct, EKT & IKEE, etc.) with keywords in the title and the text of the abstract (video games intervention and DCD, computer games, virtual games, active games, exergames, rehabilitation and DCD, Wii intervention for DCD, etc.), in order to identify and display articles that would be relevant to the topic under consideration as much as possible. 105 bibliographic references (93 scientific articles, 9 conference proceedings and 3 diploma theses) have emerged from the initial search carried out with the aim of a systematic review of the existing literature. After removing studies involving tablet games for people over the age of 18 and for children who did not have DCD, 36 studies were finally reviewed. The results showed, in their majority, a positive effect of interactive games for the elimination of visual-motor difficulties already at preschool age. There have been studies that have shown a positive effect on the social and emotional development of children. Children seem to have a lot of fun using the interactive toys. Of course, the contribution of interactive games to the normalization of DCD has not yet been investigated in depth and more thorough research is needed in the direction of the type, the time frame, the frequency of the activity as well as the training of the special educators and therapists. Future researches on the implementation of programs with interactive games could focus on: a) the long-term effect on preschool, school children and adolescents with DCD problems, b) the combination with physical activity and sports, and c) the development of children's social and emotional skills.

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