Vasalou, Asimina and Benton, Laura and Ibrahim, Seray and Sumner, Emma and Joye, Nelly and Herbert, Elisabeth (2021) Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback. British Journal of Educational Technology, 52 (6). pp. 2359-2373. DOI https://doi.org/10.1111/bjet.13145
Vasalou, Asimina and Benton, Laura and Ibrahim, Seray and Sumner, Emma and Joye, Nelly and Herbert, Elisabeth (2021) Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback. British Journal of Educational Technology, 52 (6). pp. 2359-2373. DOI https://doi.org/10.1111/bjet.13145
Vasalou, Asimina and Benton, Laura and Ibrahim, Seray and Sumner, Emma and Joye, Nelly and Herbert, Elisabeth (2021) Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback. British Journal of Educational Technology, 52 (6). pp. 2359-2373. DOI https://doi.org/10.1111/bjet.13145
Abstract
This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty-six children's game play was carried out focussing on moments where children made an error and were followed by in-game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpretation of their game performance and prompted children to try again. In contrast, though the elaborative feedback attracted similar levels of attention, children struggled to understand the content, resulting in a reliance on implicit knowledge to correct their next response. Alongside identifying a set of new questions for future research, the study contributes a number of intrinsic and extrinsic recommendations for ensuring children with reading difficulties attend to and comprehend games-based feedback.
Item Type: | Article |
---|---|
Uncontrolled Keywords: | children with reading difficulties; game feedback; games-based learning; instructional support |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Health and Social Care, School of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 03 Sep 2021 10:18 |
Last Modified: | 16 May 2024 20:51 |
URI: | http://repository.essex.ac.uk/id/eprint/31036 |
Available files
Filename: bjet.13145.pdf
Licence: Creative Commons: Attribution-Noncommercial-No Derivative Works 3.0