ERIC Number: EJ1387844
Record Type: Journal
Publication Date: 2023-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: EISSN-1467-8535
Exploring How Children with Reading Difficulties Respond to Instructional Supports in Literacy Games and the Role of Prior Knowledge
Benton, Laura; Joye, Nelly; Sumner, Emma; Gauthier, Andrea; Ibrahim, Seray; Vasalou, Asimina
British Journal of Educational Technology, v54 n5 p1314-1331 Sep 2023
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.
Descriptors: Elementary School Students, Reading Difficulties, Game Based Learning, Literacy Education, Prior Learning, Video Games, Feedback (Response), Instructional Effectiveness, Student Reaction, Reading Achievement
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A