A Neurocognitive Video Game Intervention Effects on the Reading Skills and Cognitive Abilities of English Language Learners

The present study evaluated the effectiveness of a video game intervention, based on the PASS neurocognitive theory, on the reading skills and cognitive abilities of ELLs. A two-group experimental design was employed. Participants in the experimental group were subjected to a video game intervention for a period of 20 weeks, while the control group did not receive any intervention. Despite recruiting 52 students to participate, most did not spend enough time playing the game for it to be successful. In addition, the devastation caused by hurricane María forced researchers to discontinue the intervention, which led to losing great part of the experimental sample. The analysis is focused on how to better integrate the intervention so that students can take advantage of a video game intervention based on PASS theory. The discussion addresses how PASS interventions are better suited for dealing with reading problems among ELLs and how video games can prove to be a useful technology for psychologists and educators