Auditory-verbal training is essential for children with hearing challenges, and the gamification approach has become a promising direction for improving the rehabilitation experience and effect. However, the specific influence of the gamified training approach on participants at different rehabilitation stages has not been empirically studied. This paper is thusly intended to investigate the research questions: Do the training performances of children at advanced rehabilitation stage differ before and after using the gamified training system? Do the training performances of children at intermediate rehabilitation stage differ before and after using the gamified training system? Do children enjoy the gamified training approach? For the purpose, a digital gamified auditory-verbal training system was originally developed, and a series of user experiments were organized. Particularly, 31 hearing-challenged children aging between three-six years old at an auditory-verbal rehabilitation center were recruited to take the training, and six professional therapists were also invited to assist with the experiments and attend the interviews. Based on the training performance observation and interviews with participants, their parents and the therapists, it can be found that generally the gamified training approach can effectively facilitate the training experience, and help with the basic auditory memory and expression capabilities. Regarding the specific influence, the gamified way can better improve the basic auditory-verbal performance of children at the intermediate stage, since they focus more on the ease of learning and adaption to the training system. These findings and conclusions can provide insights for the further exploration and application of the gamification approach in children's auditory-verbal rehabilitation.

翻译：听觉-言语训练对听障儿童至关重要，而游戏化方法已成为提升康复体验与效果的重要方向。然而，游戏化训练方式对不同康复阶段参与者的具体影响尚未得到实证研究。本文旨在探究以下研究问题：使用游戏化训练系统前后，高级康复阶段儿童的训练表现是否存在差异？使用游戏化训练系统前后，中级康复阶段儿童的训练表现是否存在差异？儿童是否喜爱游戏化训练方式？为此，我们自主开发了一套数字化游戏化听觉-言语训练系统，并组织了一系列用户实验。具体而言，从一家听觉-言语康复中心招募了31名3-6岁听障儿童参与训练，同时邀请6名专业治疗师协助实验并接受访谈。基于训练表现观察及对参与者、家长和治疗师的访谈，我们发现：游戏化训练方式总体上能有效提升训练体验，并有助于改善基础听觉记忆与表达能力。就具体影响而言，游戏化方式对中级阶段儿童的基础听觉-言语表现提升更为显著，因为该阶段儿童更注重学习便捷性与系统适应性。这些发现与结论可为游戏化方法在儿童听觉-言语康复中的进一步探索与应用提供参考。