Psychophysiological evaluation of an online method for learning aimed at children with reading and mathematical difficulties

Abstract

The present research aims to evaluate the effectiveness of Smartick, a serious game that includes an online method for learning, aimed at improving educational outcomes among children with reading or math difficulties. Although serious games are increasingly used in academic settings, many lack a strong pedagogical foundation, making it difficult to identify truly effective tools. To address this gap, 76 children aged 7 to 13 were recruited for this study (𝐱̅=𝟗.𝟖𝟖,𝐒𝐃=𝟏.𝟒𝟒) who come from unfavorable socioeconomic conditions and family environments. The methodology was structured in four stages. In stage 1, a screening evaluation for reading and math skills, where two groups were formed, reading difficulties and math difficulties. This assessment addressed (1) reading ability, (2) mathematical fluency, (3) calculation, (4) orthographic errors, (5) phonological errors, and (6) selective attention. Then, stage 2 consisted of a first psychometric and electrophysiological evaluation. The reading difficulties group underwent psychometric assessments focused on reading speed and reading comprehension, whereas the math difficulties group were assessed in math knowledge. Moreover, IQ was estimated for both groups. After that, EEG recordings were collected for each child in baseline state and while performing either a reading or math activity. Additionally, EEG task performance was considered in the process regarding correct answers and response time. During stage 3, each child was reallocated into the experimental subgroup (reading group, n = 19; math group, n = 19), where Smartick must be used, or the control subgroup (reading group, n = 16; math group, n = 22), who did not receive any intervention. Both groups were followed up for 3 months. Finally, stage 4 comprised a second psychometric and EEG assessment. Power Spectral Density was calculated across 15 regions, within theta (4-8 Hz), alpha (8-13 Hz), low beta (13-20 Hz), and high beta (20-30 Hz) bands. Psychometric results suggest that the experimental subgroups improved in reading comprehension (𝒑=𝟎.𝟎𝟑𝟔𝟑) and mathematical knowledge (𝒑=𝟎.𝟎𝟐𝟔𝟏), respectively, compared to control groups. Statistical analysis revealed that children in the RDG experimental group showed significant changes in all bands in left parietal, centroparietal, and temporal areas. However, only small effect size was found in the left temporal area. In contrast, the control group showed no significant difference across any frequency band. On the other hand, no notable EEG synchronization or desynchronization patterns were observed in either the experimental or control groups in the MDG. Effect size revealed that negligible significant differences were found across the bands. On the other hand, the experimental group in the MDG exhibited small effect sizes in the left centroparietal region, known for its role in working memory during mental arithmetic, and the right frontocentral, temporal, and centroparietal regions, which are linked to visuospatial numerical processing. While no patterns indicative of improved learning was identified, this work shows a trend between EEG power values and language-related regions that would be worth investigating in depth. It is suggested that the low IQ levels and adverse conditions of the participants may have limited the children's performance, so a more homogeneous sample in terms of intellectual capacity and socioeconomic status could reveal more significant changes.