Exploring How Children with Reading Difficulties Respond to Instructional Supports in Literacy Games and the Role of Prior Knowledge

Autor/inn/en	Benton, Laura; Joye, Nelly; Sumner, Emma; Gauthier, Andrea; Ibrahim, Seray; Vasalou, Asimina
Titel	Exploring How Children with Reading Difficulties Respond to Instructional Supports in Literacy Games and the Role of Prior Knowledge
Quelle	In: British Journal of Educational Technology, 54 (2023) 5, S.1314-1331 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benton, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13318
Schlagwörter	Elementary School Students; Reading Difficulties; Game Based Learning; Literacy Education; Prior Learning; Video Games; Feedback (Response); Instructional Effectiveness; Student Reaction; Reading Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Vorkenntnisse; Video game; Videospiel; Videospiele; Unterrichtserfolg; Schülerkritik; Leseleistung
Abstract	Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of learning games. This paper presents an empirical study exploring the influence of prior knowledge on response to feedback, in two conditions: with or without instruction. Thirty-six primary children (age 8-11) with reading difficulties participated: each child was assessed for their prior knowledge of two suffix types--noun and adjective suffixes. They subsequently received additional instruction for one suffix type and then played two rounds of a literacy game--one round for each suffix type. Our analysis shows that prior knowledge predicted initial success rates and performance after a verbal hint differently, depending on whether instruction was provided. These results are discussed with regards to learning game feedback design and the impact on different types of knowledge involved in gameplay, as well as other game design elements that might support knowledge building during gameplay. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01