Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge.
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| Title: | Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. |
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| Authors: | Benton, Laura1, Joye, Nelly2, Sumner, Emma3 e.sumner@ucl.ac.uk, Gauthier, Andrea1, Ibrahim, Seray4, Vasalou, Asimina1 |
| Source: | British Journal of Educational Technology. Sep2023, Vol. 54 Issue 5, p1314-1331. 18p. 7 Charts. |
| Subject Terms: | *Struggling readers, *Digital literacy, *Psychological feedback, *Educational games, *Literacy, *Reading, *Children |
| 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. Practitioner notesWhat is already known about this topicInstructional supports, such as elaborative feedback, are a key feature of learning games.To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.Prior knowledge is an important moderator to consider in the context of elaborative feedback.What this paper addsProviding additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay.Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game.Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research.Implications for practice and/or policyPre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169828113 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Benton%2C+Laura%22">Benton, Laura</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Joye%2C+Nelly%22">Joye, Nelly</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Sumner%2C+Emma%22">Sumner, Emma</searchLink><relatesTo>3</relatesTo><i> e.sumner@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Gauthier%2C+Andrea%22">Gauthier, Andrea</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ibrahim%2C+Seray%22">Ibrahim, Seray</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Vasalou%2C+Asimina%22">Vasalou, Asimina</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Technology%22">British Journal of Educational Technology</searchLink>. Sep2023, Vol. 54 Issue 5, p1314-1331. 18p. 7 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Struggling+readers%22">Struggling readers</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. Practitioner notesWhat is already known about this topicInstructional supports, such as elaborative feedback, are a key feature of learning games.To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge.Prior knowledge is an important moderator to consider in the context of elaborative feedback.What this paper addsProviding additional instruction (eg, pre‐training) may act as a knowledge enhancer building on children's existing disciplinary expertise, whereas the inclusion of elaborative feedback (eg, a hint) could be seen as a knowledge equaliser enabling children regardless of their prior knowledge to use the pre‐training within their gameplay.Highlights the importance of children's preferred learning strategies within the design of pre‐training and feedback to ensure children are able to use the instructional support provided within the game.Possible implications for pre‐training and feedback design within literacy games, as well as highlighting areas for further research.Implications for practice and/or policyPre‐training for literacy games should highlight key features of the learning content and explicitly make connections with the target learning objective as well as elaborative feedback.Pre‐training should be combined with different types of in‐game feedback for different types of learners (eg, level of prior knowledge) or depending on the type of knowledge that designers want to build (eg, metalinguistic vs. epilinguistic).Modality, content and timing of the feedback should be considered carefully to match the specific needs of the intended target audience and the interaction between them given the primary goal of the game. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjet.13318 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1314 Subjects: – SubjectFull: Struggling readers Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Educational games Type: general – SubjectFull: Literacy Type: general – SubjectFull: Reading Type: general – SubjectFull: Children Type: general Titles: – TitleFull: Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Benton, Laura – PersonEntity: Name: NameFull: Joye, Nelly – PersonEntity: Name: NameFull: Sumner, Emma – PersonEntity: Name: NameFull: Gauthier, Andrea – PersonEntity: Name: NameFull: Ibrahim, Seray – PersonEntity: Name: NameFull: Vasalou, Asimina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00071013 Numbering: – Type: volume Value: 54 – Type: issue Value: 5 Titles: – TitleFull: British Journal of Educational Technology Type: main |
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