期刊论文详细信息
PeerJ
Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial
article
Toivo Glatz1  Wim Tops4  Elisabeth Borleffs1  Ulla Richardson6  Natasha Maurits3  Annemie Desoete8  Ben Maassen1 
[1] Center for Language and Cognition ,(CLCG), Faculty of Arts, University of Groningen;Institute of Public Health, Charité–Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin;Behaviour and Cognitive Neuroscience ,(BCN), University Medical Center Groningen ,(UMCG), University of Groningen;School of Educational Studies, Universiteit Hasselt;Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry, University of Zurich;Centre for Applied Language Studies, University of Jyväskylä;Department of Neurology, University Medical Center Groningen, University of Groningen;Department of Experimental Clinical and Health Psychology Ghent University;Artevelde University College of Applied Sciences
关键词: GraphoGame;    Dyslexia;    Game-based learning;    Beginning readers;    Dynamic assessment;   
DOI  :  10.7717/peerj.15499
学科分类:社会科学、人文和艺术(综合)
来源: Inra
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【 摘 要 】

In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks. Our outcome measures included reading fluency, phonological skills, as well as purpose built in-game proficiency levels to measure written lexical decision and letter speech sound association. After an average of 28 playing sessions, the literacy game improved letter knowledge at a scale generalizable for all children in the classroom compared to the two control conditions. In addition to a small classroom wide benefit in terms of reading fluency, we furthermore discovered that children who scored high on phonological awareness prior to training were more fluent readers after extensive exposure to the reading game. This study is among the first to exploit game generated data for the evaluation of DGBL for literacy interventions.

【 授权许可】

CC BY   

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