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A Critical Examination of Feedback in Early Reading Games

Benton, L; Vasalou, A; Berkling, K; Barendregt, W; Mavrikis, M; (2018) A Critical Examination of Feedback in Early Reading Games. In: Mandryk, R and Hancock, M and Perry, M and Cox, A, (eds.) CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery (ACM): New York, NY, USA. Green open access

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Abstract

Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children's reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning the game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.

Type: Proceedings paper
Title: A Critical Examination of Feedback in Early Reading Games
Event: 2018 CHI Conference on Human Factors in Computing Systems (CHI '18)
Location: Montreal, Canada
Dates: 21 April 2018 - 26 April 2018
ISBN-13: 9781450356206
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3173574.3173947
Publisher version: https://doi.org/10.1145/3173574.3173947
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Feedback; learning games; children; reading
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10041423
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