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Transitioning from Paper to Touch Interface: Phoneme-Grapheme Recognition Testing and Gamification in Primary School Classrooms

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Title: Transitioning from Paper to Touch Interface: Phoneme-Grapheme Recognition Testing and Gamification in Primary School Classrooms
Language: English
Authors: Lishi Liang (ORCID 0009-0000-3513-9051), W. L. Quint Oga-Baldwin (ORCID 0000-0003-3455-6456), Kaori Nakao (ORCID 0000-0001-9015-8765), Luke K. Fryer (ORCID 0000-0001-6250-5950), Alex Shum (ORCID 0000-0001-6223-787X)
Source: Technology in Language Teaching & Learning. 2024 6(2).
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Phoneme Grapheme Correspondence, Language Tests, Gamification, Elementary School Students, Grade 6, Test Format, Computer Assisted Testing, Comparative Analysis, Test Use, Foreign Countries
Geographic Terms: Japan, Japan (Tokyo)
ISSN: 2652-1687
Abstract: Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with digital tests were investigated. We hypothesized a relationship between paper test performance and digital item performance. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between phoneme-grapheme knowledge tested on paper and successful digital interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation. [Note: The issue number (1) shown in the citation on the PDF is incorrect. The correct issue number is 2.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441604
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Transitioning from Paper to Touch Interface: Phoneme-Grapheme Recognition Testing and Gamification in Primary School Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Lishi+Liang%22">Lishi Liang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3513-9051">0009-0000-3513-9051</externalLink>)<br /><searchLink fieldCode="AR" term="%22W%2E+L%2E+Quint+Oga-Baldwin%22">W. L. Quint Oga-Baldwin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3455-6456">0000-0003-3455-6456</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaori+Nakao%22">Kaori Nakao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9015-8765">0000-0001-9015-8765</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luke+K%2E+Fryer%22">Luke K. Fryer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6250-5950">0000-0001-6250-5950</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alex+Shum%22">Alex Shum</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6223-787X">0000-0001-6223-787X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology+in+Language+Teaching+%26+Learning%22"><i>Technology in Language Teaching & Learning</i></searchLink>. 2024 6(2).
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/tltl
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Use%22">Test Use</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink><br /><searchLink fieldCode="DE" term="%22Japan+%28Tokyo%29%22">Japan (Tokyo)</searchLink>
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  Data: Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with digital tests were investigated. We hypothesized a relationship between paper test performance and digital item performance. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between phoneme-grapheme knowledge tested on paper and successful digital interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation. [Note: The issue number (1) shown in the citation on the PDF is incorrect. The correct issue number is 2.]
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  Data: 2024
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  Data: EJ1441604
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Phoneme Grapheme Correspondence
        Type: general
      – SubjectFull: Language Tests
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      – SubjectFull: Gamification
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 6
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      – SubjectFull: Test Format
        Type: general
      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Test Use
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Japan
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      – SubjectFull: Japan (Tokyo)
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      – TitleFull: Transitioning from Paper to Touch Interface: Phoneme-Grapheme Recognition Testing and Gamification in Primary School Classrooms
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