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 |
| 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 |
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