Learning While Playing: A Randomized Trial of Serious Games as a Tool for Word Mastery.

Objectives The aim of this study was to determine whether college students build their vocabularies by playing a serious game that incorporates principles of learning and memory. Design This study used a single-site, prospective, randomized trial with 2 branches: immediate and delayed treatment. Outcome measures were obtained after a 1-month intervention and, for the immediate group only, after a 1-month retention interval. Setting College students from the University of Iowa were recruited via mass e-mail. The intervention took place in the participants' homes; the testing took place in a university laboratory. Participants Forty undergraduates (32 women, 8 men) who planned to take the Graduate Record Examinations (GRE; Educational Testing Service, 2018) within the year following the treatment participated in the study. Participants were allocated to 1 of the 2 treatment branches via biased coin randomization. Intervention The treatment consisted of vocabulary training on Vocabulary.com for a minimum of 20 min (dose) 4 times per week (frequency) for 4 weeks (treatment duration), for a total cumulative treatment intensity of 320 min. Outcome Measures The prespecified primary outcome measures of word learning were the number of words mastered during Vocabulary.com play and the percentage of mastered words accurately defined. The depth of information included in the definitions was a secondary outcome. The prespecified primary outcome measure of functional impact was change in the verbal GRE practice test scores from pre- to posttreatment. The examiners scoring the definitions were blind to treatment assignment. All other outcomes were measured automatically by the relevant computer program so blinding was moot. Results The participants averaged 5.33 hr of play during the treatment interval and mastered 124 words. Amount of play and mastery were highly correlated. Accuracy of definitions was 55% or 59% (depending on treatment branch) after treatment and 55% 1 month later, an insignificant decline. The game itself did not result in GRE gains, but participants who mastered more words per minute of play had higher GRE scores than other participants. Conclusion Vocabulary.com, an evidence-based game, showed promise as a way to build vocabulary knowledge, but at the intensity of treatment provided, it did not result in gains in high-stakes test performance. Trial Registration This trial was not preregistered. Supplemental Material https://doi.org/10.23641/asha.9936374.

Book Club Experiences, Engagement, and Reading Support Use by People With Aphasia.

Background People with chronic aphasia often exhibit a decrease in social engagement and reading ability that negatively influences quality of life. Book clubs can provide a supportive environment that facilitates both socialization and reading. However, limited data exist examining the use of book clubs for individuals with chronic aphasia. Purpose The purpose of this qualitative descriptive study was to describe the experiences, engagement, and reading supports used by people with aphasia participating for the 1st time in a book club. Method and Procedure Ten people with chronic aphasia and co-occurring reading deficits engaged in 7 book club sessions. Participants first completed a questionnaire about pre- and poststroke reading experiences. Individualized interviews with participants during and post-book club explored the experiences, preferences, and reading comprehension strategies used within the structure of the book club. Results Three main categories of findings emerged from the data analysis: (a) perceived changes in attitudes regarding reading and club participation post-book club, (b) variations in use of reading supports and strategies across participants, and (c) perceived social benefits of the book club. Conclusion The current study provides evidence that people with varying types and severities of chronic aphasia and reading comprehension challenges can successfully increase reading and social engagement through book club participation. The results from this study highlight the need to provide evidence to support services that extend beyond standard rehabilitation protocols and identify engaging ways to facilitate active participation in functional reading activities for people with chronic aphasia.