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.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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)
Magnan, A., Ecalle, J.: Audio-visual training in children with reading disabilities. Comput. Edu. 46(4), 407–425 (2006)
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)
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)
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)
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)
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)
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)
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)
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)
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)
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.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this paper
Cite this paper
Sucena, A., Falcão Carneiro, J., Restivo, M.T. (2018). Serious Games for Reading Acquisition: A Tentative Prototype. In: Auer, M., Guralnick, D., Simonics, I. (eds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, vol 716. Springer, Cham. https://doi.org/10.1007/978-3-319-73204-6_75
Download citation
DOI: https://doi.org/10.1007/978-3-319-73204-6_75
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-73203-9
Online ISBN: 978-3-319-73204-6
eBook Packages: EngineeringEngineering (R0)