fatemeh jafarkhani; Hoda Mohsenifard; azin yazdi; Mozhgan Ghanat
Abstract
Abstract
The present study sought to provide an overview of bibliometric review articles in the field of dyslexia with learning games. For this reason, there has been a review of related reviews in the field of dyslexia and learning games. In this study, 31 review articles were analyzed and reviewed, ...
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Abstract
The present study sought to provide an overview of bibliometric review articles in the field of dyslexia with learning games. For this reason, there has been a review of related reviews in the field of dyslexia and learning games. In this study, 31 review articles were analyzed and reviewed, which are the points suggested by Block and Fish for bibliometric analysis in order to evaluate the structure and development of the topic and show Giving future research directions in the field of dyslexia follow-up and analysis was done. Various aspects of dyslexia research were identified with the bibliometric method, including the identification of highly cited articles, leading universities and countries, as well as the evolution of the subject and the trend of this field. The results of this analysis showed that game-based learning is well developed in studies related to dyslexia and the most common keywords in them after dyslexia, learning disorders and omega-3 acid, were game-based intervention, serious games and phonological awareness.
Keywords: Game-based Learning, bibliometric, dyslexia, game-based learning, students.
Extended Abstract
Introduction
Bibliometric analysis holds advantages over conventional reviews, as it delves into fundamental and overarching aspects to establish a reference point. 'Bibliometric networks' are employed to uncover various networks, incorporating author connections, collaborations, and keyword co-occurrence, all of which facilitate the evaluation of the evolution, structure, and trends in scientific research within a particular field (Agouti, et al., 2021). Dyslexia, a neurodevelopmental disorder, is defined by difficulties in word recognition, poor spelling, and decoding abilities (Jan & Khan, 2023). It is the most common form of Specific Learning Disorder (SLD), with approximately 9-12% of the global population affected by it. Dyslexic individuals encounter difficulties in word recognition, spelling and decoding skills (International Dyslexia Association, 2022). Secondary consequences include challenges with comprehension and decreased reading experience, which hinder vocabulary development and background knowledge acquisition.
Research findings suggest that utilizing information and communication technologies (ICT), and specifically through gamification, emerges as an effective approach for educating individuals with dyslexia. Customizing game content, adjusting difficulty levels, regulating pacing mechanisms, and providing feedback can significantly enhance engagement and learning outcomes. Investigations into the effectiveness of personalized approaches and the development of strategies to tailor game-based interventions for specific dyslexia profiles can yield valuable insights for educators, game developers, and researchers. Evidence suggests that when serious games serve as assistive technologies, they possess the potential to enhance the literacy process for individuals with dyslexia (Malaquias & Malaquias, 2021). Additionally, a considerable portion of existing literature on game-based learning for those with dyslexia has centered on improving attention and perception through action video games (Franceschini et al., 2015).
Literature Review
A bibliometric analysis has revealed that gamification can partly ameliorate reading difficulties in dyslexic children (Jadán-Guerrero et al., 2023). Based on a review of the existing literature, it is evident that this field has garnered considerable interest from researchers studying dyslexia. Bibliometric analysis serves to identify emerging trends in research performance, collaboration dynamics, and crucial research components, shedding light on the intellectual structure of a particular domain (Hyland & Jiang, 2021). In 2021, Zhang, Fan, and Zhang conducted a bibliometric analysis on 100 highly cited studies in the field of dyslexia, indicating advancements in this research area (Zhang, et al., 2021). A recent bibliometric analysis provided an overview of the current research situation and developmental characteristics of dyslexia with respect to article types, years, countries, institutions, and journals, in addition to identifying author keywords and highly cited articles (Wu et al., 2022). Additionally, a separate bibliometric analysis revealed that utilizing gamification-based reading skills has partially ameliorated reading difficulties in dyslexic children (Jadán-Guerrero et al., 2023).
A review of existing literature indicates that bibliometric studies focusing on dyslexia have garnered considerable attention from researchers in this field. These studies explore emerging trends in research performance, collaboration patterns, critical research components, and the intellectual structure of a particular domain (Hyland & Jiang, 2021). Citation analysis is a precise method for meticulously exploring and analyzing vast amounts of scientific data, enabling researchers to better understand the subtle evolutionary differences of a specific field and remain cognizant of its emerging aspects (Donthu, Choudhary, & Dharwadkar 2021).
Methodology
This research surpasses traditional review studies by employing two distinct types of analysis. Firstly, bibliometric analysis is utilized to present a variety of aspects related to the research on dyslexia, which includes the identification of highly cited papers, prominent universities, countries active in this field, as well as an evaluation of the evolution of the subject matter and trends within the domain. In addition to the above-mentioned bibliometric analysis, a more extensive examination of the dyslexia field is provided through VoSviewer and network analyses such as co-citation, co-authorship, and keyword co-occurrence, accompanied by interpretations of these findings. As a secondary analysis, content analysis is conducted to identify prominent trends within the field, thereby assisting researchers in discovering potential research avenues for future endeavors. Therefore, this research study employed the R version 4.1 (R Development Core Team, 2021) along with several of its libraries, which included the bibliometric and word cloud libraries. Additionally, the VoSviewer software was utilized to carry out citation analysis.
Result
This study has revealed a growing body of research on dyslexia and game-based learning. Despite the presence of certain research gaps, the field has experienced significant growth. The 2020 research interests in dyslexia were primarily centered around the keyword "video game." A more detailed analysis of research topics revealed that keywords such as "human" and "dyslexia" were the most extensively developed, while the topic of "game-based" showed notable growth. The research landscape surrounding dyslexia and its relationship with educational games has experienced significant growth, as indicated by a surge in the number of studies and citations in this area over the past decade. The concept of "human-computer interaction" warrants further development, particularly in relation to its implementation within educational game applications.