4/9/2024 0 Comments Reading games for kindergartenThe JLD has followed the development of language and reading skills of 200 Finnish children-half of whom have a familial risk for dyslexia-from birth to early adulthood, providing ample evidence of the predictors of reading difficulties (e.g., Lyytinen et al. We focus on GraphoLearn (GL), the design of which is based on the results of the Jyväskylä Longitudinal Study of Dyslexia (JLD). Supporting the engagement of these children is especially important because they are often poorly motivated to engage in reading-related activities (e.g., Mol and Bus 2011). The present study extends the current knowledge of the potential of a serious game designed for preventing and remediating reading difficulties, specifically here in supporting second graders who have difficulty acquiring accurate and fluent reading skills. 2000 Morgan and Fuchs 2007), and serious games could engage these students in learning more effectively than classroom instruction (Ke and Abras 2013 Rosas et al. Also, students with learning difficulties often have motivational problems (Chapman et al. Serious games could offer an alternative method of practice for these students because these games can provide individually adaptive training on specific skills and experiences of success in tasks which these students would likely fail to achieve in a conventional classroom education. ( 2012) also indicated that serious games are promising learning tools, but the researchers stressed that firm conclusions about the effects of serious games cannot be made until more experimental studies comparing games with other forms of training (or no training) are conducted.Īdditional research is also needed concerning the effectiveness of serious games on specific user groups, such as students who have learning difficulties (Ke and Abras 2013). ( 2013) showed that serious games are more effective than conventional instruction in terms of learning, but contrary to popular beliefs, serious games do not appear to be more motivating than conventional instruction. So far, studies have not found consistent evidence that serious games would indeed fulfill their potential as engaging learning tools. Digital games designed for learning (also known as “serious games”) can be considered a distinct form of educational technology these games aim to pair various game features, such as fantasy, rules, goals, sensory stimuli, challenge, mystery, and control, with instructional content to increase the motivational appeal of learning (Garris et al. Inspecting the engagement and in-game performance during gameplay provides important information that can be used for further development of the game to respond to the needs of the learners with severe difficulties.Īs learning tools, digital games are thought to have enormous potential because they can captivate children’s engagement for long periods of time (e.g., Gee 2007 Prensky 2001 Shute et al. The study indicates that a short digital game-based intervention training of letter–sound correspondences and word-level reading can give a boost to the reading development of struggling readers. Higher emotional engagement was related to increased playing time but not to larger gains in reading. Furthermore, the children who, according to the observations of their parents and teachers, showed higher cognitive engagement during the intervention had higher gains in word reading and sentence reading fluency than the children who appeared less cognitively engaged. No transfer effects on reading fluency, reading comprehension, or spelling were found. Moreover, their reading development was significantly faster during the GL intervention compared with that of the follow-up period, which included only typical school-provided support. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. The intervention took place at the students’ homes and schools under the supervision of their parents and teachers. The participants ( N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. This study investigates the effectiveness of a digital game-GraphoLearn (GL)-in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |