In this study, we report on children who showed changes in visual function and visual function-related life functions after regularly engaging in a game using a gaze input sensor (manufactured by Digireha, Inc.) during their school life to improve eye movements such as following and gazing.
Four children (8-10 years old) enrolled in a day school class in Kokubunji, Tokyo, were the subjects; the four children did not have a clear diagnosis of neurodevelopmental disorder, but they had some difficulties in learning and school life. The intervention period was from October 2023 to March 2024, 10-15 minutes per session, once or twice a week. Games were played using an eye input sensor (Tobii Eye Tracker) and five different games involving gazing at a target. Eye movement testing (left-right differences in pursuit and fixation gaze), the Strength and Difficulties Questionnaire (SDQ), the vision-related symptom and performance checklist (VSPCL), and Trail making test A (TMT-A) were assessed.
In case A and B, the left-right difference in fixation improved, and in case B, the SDQ emotion improved from 7 to 1 and peer relations from 6 to 0. In case C, the VSPCL spatial perception improved from 11 to 4, and in case D, the VSPCL reading/writing-related visual activity improved from 32 to 23 and spatial perception from 22 to 16. TMT-A improved in two cases showed a reduction in exploration time.
Half of the children improved in visual and visual-related life functions and attention functions as a result of regular game intervention during the school day. In addition, one improved in emotional and peer relationships as the child's difficulties in daily life.
The results suggest that a game intervention that encourages eye movement for about 6 months may improve left-right differences in visual function, vision-related functions, and attention functions in children attending school.
visual function-related life functions
game
