Advertisement

Serious Games for Reading Acquisition: A Tentative Prototype

  • Ana Sucena
  • João Falcão Carneiro
  • M. Teresa Restivo
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)

Abstract

In this paper preliminary results obtained with a prototype game developed for spelling training are presented. The game is played using an Android tablet and a joystick connected with it via Bluetooth, allowing the user to directly interact. Although in an early stage, the authors believe this approach to have a high motivational potential due to its interactivity with the child undergoing the training. The prototype was tested with second graders. All the children were highly motivated to play the game and the joystick use clearly increased their level of interest. The development of this serious game seems to be a promising approach to early intervention on spelling and reading acquisition difficulties.

Keywords

Reading and spelling acquisition Early intervention  Serious games 

Notes

Acknowledgment

The authors gratefully acknowledge the funding of Project NORTE-01-0145-FEDER-000022 - SciTech - Science and Technology for Competitive and Sustainable Industries, cofinanced by Programa Operacional Regional do Norte (NORTE2020), through Fundo Europeu de Desenvolvimento Regional (FEDER). The authors also acknowledge to the hardware developer, Rafael Tavares, for his cooperation.

References

  1. 1.
    Hatcher, P., Hulme, C., Snowling, M.: Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. J. Child Psychol. Psychiatry 45(2), 338–358 (2004)CrossRefGoogle Scholar
  2. 2.
    Wimmer, H., Mayringer, H.: Dysfluent reading in the absence of spelling difficulties: a specific disability in regular orthographies. J. Educ. Psychol. 94(2), 272–277 (2002)CrossRefGoogle Scholar
  3. 3.
    Saine, N., Lerkkane, M.K., Ahonen, T., Tolvanen, A., Lyytinen, H.: Computer-assisted remedial reading intervention for school beginners at risk for reading disability. Child Dev. 82(3), 1013–1028 (2011)CrossRefGoogle Scholar
  4. 4.
    Lyytinen, H.: State-of-science review: SR-D12 New technologies and interventions for learning difficulties: Dyslexia in Finnish as a case study. In: Foresight Mental Capital and Wellbeing Project: The Government Office for Science. Goverment Office for Science, London, UK (2008)Google Scholar
  5. 5.
    Torgesen, J.: Recent discoveries from research on remedial interventions for children with dyslexia. In: Snowling, M., Hulme, C. (eds.) The Science of Reading: A Handbook, pp. 521–537. Blackwell, Oxford (2005)CrossRefGoogle Scholar
  6. 6.
    Hatcher, P., Hulme, C., Ellis, A.: Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis. Child Dev. 65(1), 41–57 (1994)CrossRefGoogle Scholar
  7. 7.
    Hatcher, P., Hulme, C., Miles, J., Carroll, J., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C., Snowling, M.: Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. J. Child Psychol. Psychiatry 47(8), 820–827 (2006)CrossRefGoogle Scholar
  8. 8.
    Lovett, M., Barron, R., Benson, N.: Effective remediation of word identification and decoding difficulties in school-age children with reading disabilities. In: Swanson, L., Harris, K., Steve, G. (eds.) Handbook of Learning Disabilities, pp. 273–292. Guilford, New York (2003)Google Scholar
  9. 9.
    Blok, H., Oostdam, R., Otter, M., Overmaat, M.: Computer-assisted instruction in support of beginning reading instruction: a review. Rev. Educ. Res. 72(1), 101–130 (2002)CrossRefGoogle Scholar
  10. 10.
    Elbro, C., Rasmussen, I., Spelling, B.: Teaching reading to disabled readers with language disorders: a controlled evaluation of synthetic speech feedback. Scand. J. Psychol. 37(2), 140–155 (1996)CrossRefGoogle Scholar
  11. 11.
    Jiménez, J., Hernández-Valle, I., Ramírez, G., Rossario, M., Rodrigo, M., Estévez, A., O’Shanahan, I., García, E., Trabaue, M.: Computer speech-based remediation for Reading disabilities: The size of spelling-to-sound unit in a transparent orthography. Span. J. Psychol. 10(1), 52–57 (2007)CrossRefGoogle Scholar
  12. 12.
    Magnan, A., Ecalle, J.: Audio-visual training in children with reading disabilities. Comput. Edu. 46(4), 407–425 (2006)CrossRefGoogle Scholar
  13. 13.
    Soe, K., Koki, S., Chang, J.: Effect of computer-assisted instruction (CAI) on reading achievement: a meta-analysis. In: Pacific Resources for Education and Learning, pp. 3–25 (2000)Google Scholar
  14. 14.
    Wise, B., Ring, J., Olson, R.: Training phonological awareness with and without explicit attention to articulation. J. Exp. Child Psychol. 72(4), 271–304 (1999)CrossRefGoogle Scholar
  15. 15.
    Ronimus, M., Kujala, J., Tolvanen, A., Lyytinen, H.: Children’s engagement during digital game-based learning of reading: the effects of time, rewards, and challenge. Comput. Edu. 71, 237–246 (2014)CrossRefGoogle Scholar
  16. 16.
    Ecalle, J., Kleinsz, N., Magnan, A.: Computer-assisted learning in young poor readers: the effect of grapho-syllabic training on the development of word reading and reading comprehension. Comput. Hum. Behav. 4, 1368–1376 (2013)CrossRefGoogle Scholar
  17. 17.
    Girard, C., Ecalle, J., Magnan, A.: Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. J. Comput. Assist. Learn. 29, 207–219 (2013)CrossRefGoogle Scholar
  18. 18.
    Boyle, A., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., Pereira, J.: An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Comput. Edu. 94, 178–192 (2016)CrossRefGoogle Scholar
  19. 19.
    Arnab, S., Lim, T., Carvalho, M.B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R., De Gloria, A.: Mapping learning and game mechanics for serious games analysis. Br. J. Edu. Technol. 46, 391–411 (2015)CrossRefGoogle Scholar
  20. 20.
    Sucena, A., Silva, A., Cruz, J., Viana, F.: Portuguese foundation graphogame: preliminary results. In: Proceedings of the 17th European Conference on Developmental Psychology, 2016, pp. 259–262 (2016)Google Scholar
  21. 21.
    Maughan, B., Messer, J., Collishaw, S., Pickles, A., Snowling, M., Yule, W., Rutter, M.: Persistence of literacy problems: spelling in adolescence and at mid-life. J. Child Psychol. Psychiatry 50(8), 89–901 (2009)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Ana Sucena
    • 1
    • 2
  • João Falcão Carneiro
    • 3
  • M. Teresa Restivo
    • 3
  1. 1.Escola Superior de SaúdeInstituto Politécnico do PortoPortoPortugal
  2. 2.CIECUniversidade do MinhoBragaPortugal
  3. 3.LAETA-INEGI, Faculty of EngineeringUniversity of PortoPortoPortugal

Personalised recommendations