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 gamebased
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) pa1ticipated
in the study, 30 in the treatment group and 22 in the
awaiting treatment group. We employed a pre-testpost-
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, pmticipants 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.