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dc.contributor.authorRonimus, Miia
dc.contributor.authorEklund, Kenneth
dc.contributor.authorPesu, Laura
dc.contributor.authorLyytinen, Heikki
dc.date.accessioned2019-05-13T10:31:14Z
dc.date.available2019-05-13T10:31:14Z
dc.date.issued2019fi
dc.identifier.citationRonimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. <em>Educational Technology Research and Development</em>, 67, 639-663. <a href="https://doi.org/10.1007/s11423-019-09658-3">doi:10.1007/s11423-019-09658-3</a>fi
dc.identifier.otherTUTKAID_80726
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63916
dc.description.abstractThis study investigates the effectiveness of a digital game—GraphoLearn (GL)—in supporting second-grade students who have persistent difficulties with acquiring accurate and fluent reading skills. The participants (N = 37) were randomly assigned either to a 6-week intervention including sessions with GL, in addition to school-provided support, or a control group receiving only school-provided support. The intervention took place at the students’ homes and schools under the supervision of their parents and teachers. The results showed that the children who received the GL intervention developed significantly faster in word reading than the control group. Moreover, their reading development was significantly faster during the GL intervention compared with that of the follow-up period, which included only typical school-provided support. No transfer effects on reading fluency, reading comprehension, or spelling were found. Furthermore, the children who, according to the observations of their parents and teachers, showed higher cognitive engagement during the intervention had higher gains in word reading and sentence reading fluency than the children who appeared less cognitively engaged. Higher emotional engagement was related to increased playing time but not to larger gains in reading. The study indicates that a short digital game-based intervention training of letter–sound correspondences and word-level reading can give a boost to the reading development of struggling readers. Inspecting the engagement and in-game performance during gameplay provides important information that can be used for further development of the game to respond to the needs of the learners with severe difficulties.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer US
dc.relation.ispartofseriesEducational Technology Research and Development
dc.rightsCC BY 4.0
dc.subject.othertietokoneavusteinen oppiminenfi
dc.subject.otherhyötypelitfi
dc.subject.otheroppimispelitfi
dc.subject.otherlukutaitofi
dc.subject.otheroppimisvaikeudetfi
dc.subject.otherlukihäiriötfi
dc.subject.otherdigital game-based learningfi
dc.subject.otherserious gamefi
dc.subject.otherengagementfi
dc.subject.othermotivationfi
dc.subject.otherreading disabilityfi
dc.subject.otherGraphoLearnfi
dc.titleSupporting struggling readers with digital game-based learningfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082499
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologia
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T15:15:07Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange639-663
dc.relation.issn1042-1629
dc.relation.numberinseries0
dc.relation.volume67
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2019
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11423-019-09658-3


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Except where otherwise noted, this item's license is described as CC BY 4.0