Abstract
Developmental Dyslexia (DD) is the most common and serious reading disability that hinders the student’s capability to read. This meta-synthesis study aims to know the effects of game-based digital applications on developmental dyslexic students’ reading proficiency. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement flowchart, the researcher initially registered six hundred twenty-seven (627) studies from Google Scholar, Core.ac.uk, and Eric.edu.gov databases using the Boolean search strategies. Handsearching the reference lists of the eligible papers yielded forty-seven (47) related papers. After subjecting the papers to the inclusion and exclusion criteria, fifteen studies were selected and included in the final review. Clarke et al.’s thematic analysis of the data extracted from the papers yielded the four themes: 1) benefits of game-based digital applications for dyslexic students; 2) challenges and distractions; 3) usability and effectiveness of instructional applications; and 4) motivation and academic achievements. Overall, game-based digital applications have the potential to positively impact the reading proficiency of dyslexic students. However, it is essential to address the challenges and distractions that students may face while using these applications. By integrating the recommendations of this study into educational practices, educators can create inclusive learning environments that promote the academic success of dyslexic students.
Recommended Citation
Olitres, Bee Jay D.; Veliganilao, Alsed R.; Alipao, Analiza M.; Ortega, Ana Marie M.; Ynot, Erma A.; and Masong, Mauren Kaye A.
(2023)
"Metasynthesis on the Impact of Game-Based Digital Applications on the Reading Proficiency of Dyslexic Students,"
CNU Journal of Higher Education: Vol. 17:
Iss.
1, Article 3.
DOI: https://doi.org/10.70997/2546-1796.1005
Available at:
https://jhe.researchcommons.org/journal/vol17/iss1/3