Reference	Country	Objective	Method	Sample	Main Results
Franceschini et al., 2013	Italy	To determine the association between phonological and text reading skills in children playing an Action Video Games (AVG).	The entire sample received training with a commercial Wii game (Rayman Rabbids), with training sessions of 80 minutes a day, totaling 12 hours. Half received training with a Rayman Rabbids’ minigame of action (AVG) and the other half with a non-action (NAVG) minigame.	N = 20, children with dyslexia and mean age between 9 and 10 years old	Evidence of increased reading speed without any impairment in accuracy) and improvement in attentional skills in training with AVG compared to NAVG.
Łuniewska et al., 2018	Poland	This research aimed to retest the study by Franceschini et al. (2013) that evaluated the improvement in reading performance of dyslexic children with a training with an action exergame, with a larger sample and with a control group, only changing the group that played exergame without action (NAVG)	The training group with non-action exergame (NAVG) consisted of 6 minigames developed especially for the research, with phonological training activities without any characteristic of action games. The AVG group received training with the Wii game (Rayman Rabbids), exactly as in the previous survey. The control group received no training.	N = 54, children with dyslexia, mean age 11 years, 18 boys	No evidence of improvement was found in relation to the control group.
Pedroli et al., 2017	Italy	To evaluate improvement in attention and reading skills in dyslexic children with training with developed exergame.	The entire sample received 30 to 45 minutes of training per day twice a week for 4 weeks. The game contained attention, reading and phonological activities.	N = 10 with dyslexia (2 girls and 8 boys) and aged between 9 and 12 years.	No improvement in reading performance was observed.
Cress et al., 2010	Germany	To compare the performance of preschool children who played psychopedagogical games for learning numerical quantities with children who did not play.	Half of the children were trained with a dance mat game in 3 sessions, and the other half with a tablet game. All items were presented twice.	N = 19 preschool children (8 girls and 11 boys) aged between 60 and 79 months	There was a greater effectiveness of the dance mat game compared to the simple tablet game.
Alzubi et al., 2018	Spain	Evaluate the performance of children from a rehabilitation center in mathematical skills when playing an exergame for Kinect.	The experiment was conducted with preschool children in Spain, who were divided into a control group and an experimental group that trained for 30 minutes, 3 times a week for 4 months. The exergame for Kinect consisted of 9 minigames that stimulated the learning of numbers, quantity and ordering.	N = 60 preschool children between 5 and 6 years old.	Significant improvement in working memory and basic math skills compared to children who performed normal school activities.
Cancer et al., 2020	Italy	Comparing the performance of a training session with a computerized Rhythmic Reading intervention Training (RRT) with another group and combined a traditional treatment called Bakker’s Visual Hemisphere-Specific Stimulation (VHSS) with AVG training	Half of the sample went to the RRT group and the other to the VHSS-AVG group, which, as in the experiment by Franceschini et al. (2013) used action minigames from the Wii game “Rayman Raving Rabbids”. All received 45 minutes of training for 9 days.	N = 24 students with dyslexia, between N = 24 students between 8 and 14 years old	The RRT group had a slightly greater improvement in reading speed, and the VHSS-AVG group a greater improvement in reading accuracy. Significantly greater improvement of pseudoword reading in the RRT group.