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Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play

Vasalou, A; Khaled, R; Holmes, W; Gooch, D; (2017) Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers and Education , 114 pp. 175-192. 10.1016/j.compedu.2017.06.009. Green open access

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Abstract

Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles from casual games and evidence-based practice from special education. Focusing on the game play of two groups of children, we employ a systematic thematic analytic approach on videos of children's verbal and non-verbal interaction triangulated with their game logs, concentrating on the nature of student-student as well as student-tutor social interactions. Our findings show that children spontaneously engage in ‘game talk’ regarding game performance, content, actions and experiences. While this game talk facilitates a strong sense of social engagement and playfulness, it also caters to a variety of new opportunities for learning by sparking tutor and student-initiated interventions. Alongside its social theoretical lens on digital games-based learning, the paper analyses game-based social interactions in tandem with game design decisions enabling additional implications to be drawn for pedagogical practice and game design.

Type: Article
Title: Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.compedu.2017.06.009
Publisher version: http://doi.org/10.1016/j.compedu.2017.06.009
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: Social interaction, Game design, Digital games-based learning, Dyslexia, engagement
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/1572480
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