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Do children with reading difficulties benefit from instructional game supports? Exploring children’s attention and understanding of feedback

Vasalou, A; Benton, L; Sumner, E; Ibrahim, S; Herbert, E; Joye, N; (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. 10.1111/bjet.13145. Green open access

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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.

Type: Article
Title: Do children with reading difficulties benefit from instructional game supports? Exploring children’s attention and understanding of feedback
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/bjet.13145
Publisher version: https://doi.org/10.1111/bjet.13145
Language: English
Additional information: © 2021 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Keywords: Children with reading difficulties, game feedback, games- based learning, instructional support
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
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10129142
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