Evaluation of a digital gamebased reading training for German children with reading disorder Abstract   Technological tools have the potential to efficiently support learning performance in children and are therefore recognized as being beneficial for children with special needs, such as reading disorders. The present study investigated the effectivity of a novel digital gamebased reading training in second and thirdgrade children with reading disorder (Nxc2xa0xc2xa050) carried out in home environment over a short training period of eight to eleven weeks. Children were randomly assigned to either a training group (Nxc2xa0xc2xa025) receiving the digital gamebased reading training or a control group performing digitalized mind games (Nxc2xa0xc2xa025). Results showed significant improvement of reading performance for trained word material and a trend for transfer effects to untrained words. The digital gamebased reading training was also found to be highly motivating and feasible for use in home environment. This study extends existing knowledge about digital gamebased reading support and underlines that using a multicomponent reading approach combined with flow principles is beneficial for children with reading disorder. Furthermore, the evaluated program seems to be a promising addition for children who do not have access to individual reading support.

An Interactive Play Environment on Mathematics and Cognitive Training with Behavioral Tracking for Children with Autism Individuals with autism spectrum disorder (ASD) have atypical cognitive behaviors, including impairment of social interaction, communication, and intellectual deficit; effective intervention from behavioral and educational approaches have demonstrated effective and adopted at home and schools. s. A number of tablet applications are available to children with autism for practicing mathematical and cognitive skills, yet few of them provide behavioral data of users for health professionals to monitor their progress for personalized training accordingly which motivated our design. Specifically, we developed a tabletbased math game to strengthen the capabilities of mathematics and cognition for children with autism. It provides several basic math practices on counting, recognition, and measurements in the form of a game which increases childrenu0027s acceptance and encourages their engagement. It lessens the burden of special education teachers from repeatedly teaching mathematical and cognitive knowledge, which we observed during our multiple field visits. The application can record all user interaction and stored as the behavioral data on which intelligent behavioral modeling can be performed for health professionals. In addition, application use is not restricted in schools which thus offers children continuous opportunities to practice these skills after class.