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Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers

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... However, while digital books offer more interactive support than their printed counterparts, they cannot replace the presence of a mediator (Salmon, 2014). Furthermore, comprehension and vocabulary acquisition are more effective when adult-mediated, as adults can help maintaining the child's focus and minimize distractions from excessive or inadequately designed multimedia tools (Homer et al., 2014;Morgan, 2013). In a study with three to five-years-old children, Valaa & Takeuchi (2012) observed that 48% of parents faced challenges guiding children through the interactive areas of digital books, commonly referred to as hotspots. ...
... A literature review of methods for evaluating the interaction experience with storytelling apps in mediated reading revealed that there are only few studies on the topic (Menegazzi, 2018). In a comparative study, Homer et al. (2014) assessed the learning and educational potential of a printed book, an interactive app and a "digital reading game" for the Kinect console. To assess children's emotions, the authors used emojis with happy, neutral, or sad emojis. ...
... This study aimed to address the research gap identified in the literature (Kucirkova et al., 2013;Homer et al., 2014) regarding methods for evaluating interaction and mediated reading on children's digital books. ...
Article
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One of the main reasons why children’s reading is compromised in digital books are poorly designed hotspots – interaction areas. This study describes the development of a method to evaluate children’s and mediators’ experience while reading digital books on mobile interaction devices (MIDs). We reviewed and extended a set of metrics to assess the readers’ experience through ludic approaches and data-gathering methods. Building on previous research we extended the Multimodal Analysis model. The method was validated through empirical tests with 6 dyads of parent-child involved in joint reading in a total of 18 sessions. The results corroborate the effectiveness of the method informing the design and development of children’s books for MIDs.
... Visual-Image [46], [47], [48], [62], [49] [50], [63], [64], [60], [65] [66], [14], [13], [52], [53] [67], [23], [19], [54], [55] [56], [61], [68], [58], [69], [70], [59], [71], [72], [57] [51] ...
... Visual-Video [19], [49], [71], [50], [64] [51], [14], [52], [53], [67] [23], [55], [72], [56], [61] [58], [59], [48], [60] Information is given by technology by means of video and animations. ...
... Auditory-Sound [62], [49], [71], [50], [48] [64], [60], [51], [66], [14] [52], [53], [57], [67], [23] [73], [55], [72], [68], [74], [58], [69], [70], [59], [47] [63], [13], [19] Information is given by technology through the sense of hearing. Music, background tones, noises belong to this category. ...
Article
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Smart learning environments (SLEs) leverage technological developments to enable effective, engaging and personalized learning. SLEs rely on sensor and advanced interconnectivity capabilities to infer and reason. A natural set of affordances for SLEs are those of Multisensory Environments (MSEs). MSEs enable humans to make full use of their senses and equip learning systems with new information, methods of information exchange, and intelligent capabilities. In addition to novel forms of interaction, MSEs also offer novel forms of “learner traces” through Multimodal Learning Analytics (MMLA). This paper presents the results of a systematic literature review on how multisensory interactions and the respective analytics can support the use and design of SLEs. The findings from the analysis of 33 papers synthesize and clarify the latest advancements in the intersection of interactions and analytics in MSEs, discuss how those advancements can support SLEs' affordances and uses, and pave the way for improving our understanding of how various interaction modalities can support learning and under what conditions.
... Evitar o "play mode" Bus, Takacks e Kegel (2015) Jogos e gamificações interativas dessem ser incluídos de forma que mantenham a integridade da narrativa principal do livro Sargeant (2015) Projetar para visando o desenvolvimento de habilidades motoras Homer et al. (2014) Projetar atividades gamificadas/jogos interativos para incluir a participação dos mediadores Homer et al. (2014) Incluir jogos interativos na forma de tarefas de reforço e monitoramento dos conhecimentos e compreensão da história em um espaço pós-leitura Ciampa (2012), Korat e Falk (2017) ...
... Evitar o "play mode" Bus, Takacks e Kegel (2015) Jogos e gamificações interativas dessem ser incluídos de forma que mantenham a integridade da narrativa principal do livro Sargeant (2015) Projetar para visando o desenvolvimento de habilidades motoras Homer et al. (2014) Projetar atividades gamificadas/jogos interativos para incluir a participação dos mediadores Homer et al. (2014) Incluir jogos interativos na forma de tarefas de reforço e monitoramento dos conhecimentos e compreensão da história em um espaço pós-leitura Ciampa (2012), Korat e Falk (2017) ...
... de também não apontar orientações para designers de LIDIMs,Knoche et al. (2014) analisaram por meio de gravações de vídeo de leituras dialógicas realizada por pais os efeitos dos elementos interativos de um livro app para tablet no desenvolvimento da fala de crianças entre um e três anos de idade. Como resultados apresentam que as áreas interativas associadas a efeitos sonoros ou verbalização da app, como a presença de vídeos, animações e demais mecanismos interativos e que exigem novas formas de seleção, compartilhamento e mediação de leituraHomer et al. (2014) exercem a avaliação dos potenciais de aprendizagem em uma pesquisa comparativa entre livro infantil impresso, a versão deste como app interativo para tablet e uma terceira adaptação do mesmo como "jogo digital de leitura" para console Kinect 4 . Concluem que, no geral, apesar de ganhos de aprendizagem um pouco maiores com versões mais interativas e gamificadas do livro, a presença de um mediador é crucial para ganhos de leitura, mas não estabelecem diretrizes para o design de como isso pode ser feito. ...
Thesis
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Com a popularização de dispositivos de interação móvel (DIMs), como tablets e smartphones, ocorreu um aumento na produção e consumo de publicações digitais para crianças, das quais se destaca o formato aplicativo. Os livros aplicativos podem se beneficiar das capacidades multimídia e multimodalidade dos DIMs, proporcionando a interação do usuário-leitor com vídeos, áudios, efeitos sonoros, jogos digitais, entre outros. Contudo, o uso excessivo ou mal planejado de recursos e áreas de interação, ou hotspots, em livros infantis para DIMs (LIDIMs) é apontado pela literatura científica como um dos principais problemas que podem comprometer a qualidade de leitura e os ganhos de aprendizagem das crianças e tem ocasionado empecilhos à seleção e mediação, principalmente no contexto doméstico, realizada pelos pais. A revisão de estudos aponta uma lacuna de pesquisa na falta de critérios e diretrizes de design de interação de hotspots e de forma mais agravada, considerando o contexto de leitura mediada, já que os LIDIMs comerciais não têm sido projetados para permitir espaço e suporte de interação com um adulto mediador, tornando frustrante, por vezes, a leitura entre pais e filhos. Essas questões formam o problema do qual parte esta pesquisa: quais diretrizes considerar para o design de interação de LIDIMs, considerando-se a experiência dos usuários-leitores (crianças e mediadores) em leitura mediada? Para resolver o problema identificado, a pesquisa foi conduzida por um conjunto de métodos divididos em três fases: 1) compreender e mapear as principais características e propriedades interativas dos LIDIMs, identificando as formas e funções dos hotspots e a existência de recomendações de design por meio de revisão da literatura científica e análise de uma amostra comercial destes livros; 2) verificar como os usuários-leitores interagem com hotspots e como essa experiência de interação durante a leitura e mediação pode ser melhorada, por meio de ensaios de interação com díades formadas por pais e filhos na leitura de uma amostra de LIDIMs comerciais com características interativas heterogêneas; 3) prototipar as diretrizes preliminares, resultantes da triangulação de dados das fases anteriores da pesquisa, em um LIDIM de formato aplicativo por meio de um processo de desenvolvimento iterativo e participativo com usuários-leitores. Como resultado da pesquisa, propõe-se um conjunto de diretrizes gerais e específicas organizadas em quatro grupos para orientar o trabalho de desenvolvedores/designers de interação de LIDIMs em relação a: (i) aspectos formais e funcionais congruentes com a história; (ii) níveis de imersão e gamificação com a narrativa; (iii) espaço interativo para mediação e desenvolvimento autônomo da leitura; (iv) usabilidade - posicionamento, visibilidade e orientação no fluxo de tarefas. Portanto, esta pesquisa traz contribuições pragmáticas para o setor de publicações literárias digitais para crianças favorecendo seu avanço qualitativo e, por consequência, colaborando para a formação de leitores na era digital em que os DIMs fazem parte do cotidiano das famílias. Além disso, o livro infantil de formato app criado por esta pesquisa é disponibilizado gratuitamente à comunidade. A pesquisa também contribui com o desenvolvimento de métodos e abordagens de investigação de interfaces digitais com crianças, colaborando para a valorização de estudos de Design de Interação e Interação Humano-Computador (IHC), e transversalmente às áreas de Educação e Literatura para a Infância.
... In the context of education, MBTGs have recently emerged as a promising interactive didactic approach in pursuit of sharpening children's cognitive abilities [48]. Notable studies report that MBTGs are an interesting, effective and engaging way to support children during learning [20]. Educational MBTG play engages the physical body in a multi-modal learning experience [25], making these games attractive candidates for the application of Multi-Modal Data (MMD) collection; with potential consequences for the analytics and design aspects of games. ...
... In these games, the child enters into a virtual world in which they use their body to interact naturally with educational material purposed to playfully develop their cognitive skills [48]. Numerous educational MBTG have been proposed and implemented, spanning a multitude of domains, such as maths [23], [28], [41], science [27], [44], language development [20], [48], vegetation succession [1] and special educational needs [5], [6], [8]. Encouraging results suggest that the positive impact of MBTGs on learning is multifaceted; with studies indicating strengthened self-confidence while learning [15], [26], increased engagement [20], and more fluid problem solving ability [14]. ...
... Numerous educational MBTG have been proposed and implemented, spanning a multitude of domains, such as maths [23], [28], [41], science [27], [44], language development [20], [48], vegetation succession [1] and special educational needs [5], [6], [8]. Encouraging results suggest that the positive impact of MBTGs on learning is multifaceted; with studies indicating strengthened self-confidence while learning [15], [26], increased engagement [20], and more fluid problem solving ability [14]. Additionally, the use of MBTGs in learning has also been shown to foster creativity and facilitate collaboration strategies through playful learning experiences [48]. ...
Conference Paper
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Multi-Modal Data (MMD) can help educational games researchers understand the synergistic relationship between player's movement and their learning experiences, and consequently uncover insights that may lead to improved design of movement-based game technologies for learning. Predicting player performance fosters opportunities to cultivate heightened educational experiences and outcomes. However, predicting player's performance utilising player-generated MMD during their interactions with educational Motion-Based Touchless Games (MBTG) is challenging. To bridge this gap, we implemented an in-situ study where 26 users, age 11, played 2 maths MBTGs in a single 20-30 minute session. We collected player's MMD (i.e., gaze data from eye-tracking glasses, physiological data from wristbands, and skeleton data from Kinect) produced during game-play. To investigate the potential of MMD for predicting player's academic performance, we used machine learning techniques and MMD derived from player's game-play. This allowed us to identify the MMD features that drive rapid highly accurate predictions of players' academic performance in educational MBTGs. This might allow us to provide real-time proactive feedback to the player to support them through their educational gaming experience. Our analysis compared two data lengths corresponding to half and full duration of the player's question solving time. We showed that all combinations of extracted features associated with gaze, physiological, and skeleton data, predicted student performance more accurately than the majority baseline. Additionally, the most accurate prediction of player's performance derived from the combination of gaze and physiological data for both full and half data lengths. Our findings emphasise the significance of using MMD for real-time performance prediction in educational MBTG and offer implications for practice.
... As a learning tool, XBOX Kinect potentially increases student motivation and creates a pleasant classroom environment [29]. Numerous studies [30,31] have documented the potential benefits of Kinect-based interactive systems for language learning, demonstrating efficacy when compared to traditional methods. Through this technology, a person can create movement in the system by using only their bodily limbs from the point where they are located. ...
... Additionally, they expressed a desire for similar systems to be implemented in other subjects, including mathematics, Turkish, and science. Similar to this study, studies in which the Kinect system was used for teaching purposes concluded that it was much more effective than classical teaching methods with a significant difference, especially in English language teaching [30,31]. Shakroum, Wong, and Fung (2018) [35] found that a gesture-based learning system with a Kinect sensor (GBLS) positively affected students' intrinsic motivation. ...
Article
Full-text available
This study aims to develop an interactive language learning game and explore its efficacy for English language learners. A computer-generated playground was projected onto a large classroom floor (4 × 3 m) with a wide-angle projection device. A Kinect depth camera determined the spatial positions of the playground and the positions of the students’ heads, feet, and bodies. Then, we evaluated the system’s effect on English education through pre- and post-tests. While there was no significant difference between the groups in terms of achievement in the pre-tests, the experimental group exhibited significantly greater improvement in the post-tests (F: 14.815, p < 0.001, η2p: 0.086). Also, both groups demonstrated significant learning gains in post-tests compared to pre-tests (F: 98.214, p < 0.001, η2p: 0.383), and the group x time interaction of the experimental group increased more in percentage (32.32% vs. 17.54%) compared to the control group (F: 9.166, p < 0.003, η2p: 0.055). Qualitative data from student views indicated enhanced learning pace, vocabulary acquisition, enjoyment of the learning process, and increased focus. These findings suggest that a kinesthetic learning environment can significantly benefit English language learning in children.
... When clicked, pop-ups or animations are initiated to aid learners' understanding by providing additional information to the text which is not originally available (Korat et al., 2014). This can include dictionary features such as the activation of a gloss when students click on a word to help them understand the meaning (Homer et al., 2014;Smeets & Bus, 2015). Such dictionary hotspot features have been found to make a noticeable contribution to vocabulary learning and growth, which can facilitate learners' reading comprehension (Constantinescu, 2007;Khezrlou et al., 2017;Korat et al., 2013;Marzban, 2011b). ...
... What is interesting in their study was that games had such a strong appeal that students became absorbed in playing games and spent less time reading and using hotspots. On the other hand, other studies found that games can help enhance students' reading comprehension (Homer et al., 2014;Zipke, 2017). According to Bus et al. (2015), games can have positive results if the games do not distract students away from the main task of comprehending the text, and programs have built-in features that limit the use of game features. ...
Article
This exploratory study compared the effects of two different mediums of reading—interactive e-book reading and paper-based reading—on learners’ reading comprehension. A specific focus was placed on literal vs. inferential comprehension. Thirty Korean middle school English language learners were randomly assigned to an interactive e-book reading (treatment) group or a paper-based reading (control) group. A pre-test and five comprehension tests were administered to both groups over a total of six reading sessions. A survey was also conducted to investigate students’ perceptions of how helpful interactive e-book features were in aiding their reading comprehension. Results from the reading comprehension test scores showed no statistical differences between the groups across the five tests. Analysis of literal and inferential questions also showed no significant difference overall. Findings from the survey data along with researcher observation notes suggest that interactive features that are not designed to aid students’ understanding can distract students from the task of reading which may hinder their comprehension. The overall results of this study suggest that it may not be the medium of reading, but how students engage with each medium that can affect their comprehension of text.
... Interactive digital books can support children's reading development. However, they do not substitute reading instruction or adult's involvement [1,2]. The gains in children's learning, e.g., story comprehension and the acquisition of new vocabulary, are significantly better when their reading is supported by a more experienced reader also in the context of digital books [2]. ...
... However, they do not substitute reading instruction or adult's involvement [1,2]. The gains in children's learning, e.g., story comprehension and the acquisition of new vocabulary, are significantly better when their reading is supported by a more experienced reader also in the context of digital books [2]. A mediator can assist the children in case of reading difficulties, encouraging them to focus on the story, avoiding distraction caused by superfluous multimedia and interaction resources [3]. ...
Chapter
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A story app is a children’s digital book which takes advantage of the multimedia and multimodality resources of mobile interaction devices. However, the poorly design of the interactive areas (hotspots) in story apps can compromise the reading activity and children’s literacy acquisition. This is even more serious in mediated reading between children and parents, since the latter may not know how to use the hotspots or even feel that their presence is superfluous due to the digital resources. Outgoing from this scenario, we have carried out a user study with six parent-child dyads to investigate the effects of hotspots on the readers’ experience during mediated reading of three-story apps to identify design problems and opportunities. The study measured five aspects of the interaction with hotspots, namely: 1) understanding, locating and recognizing hotspots; 2) balanced versus unbalanced number of interactions; 3) reading flow versus reading difficulties during the interaction; 4) engagement versus distraction in reading caused by the interactions; 5) distance versus closeness in mediation. The analyses indicate that hotspots are usually not designed for mediated reading, which may lead to parents’ disengagement. Poorly located or misrepresented hotspots caused navigation errors negatively impacting reading. Contrary to findings reported by previous studies, we observed that the interactive game areas can provide a common point for intergenerational convergence stimulating mediated reading.
... Another study by Homer et al. (2014) examined whether reading a Kinect-based storybook would distract or enhance story comprehension and vocabulary learning during reading. In their study, kindergarten and first grade students received three interventions: reading a storybook, reading a digital storybook or interacting with a digital storybook in a Kinect-based literacy game. ...
Article
The study examined the effects of embodied interaction on reading comprehension in a multimodal environment. Specifically, this study compared how textual, visual or gestural modes affect young children’s reading comprehension. 91 Chinese EFL learners were assigned to one of the three modes to complete a reading task. During the reading task, they made several predictions by selecting a text description, selecting a picture or doing gestures that best match their predictions. Results showed that the three modes led to comparable level of reading comprehension. However, when reading ability was taken into account, the high level readers’ comprehension was negatively affected by the gesture mode while the low level readers’ comprehension was not. The findings suggest that visuals and gestures can be integrated into a multimodal reading environment to make reading an active learning experience. However, in designing an interactive digital storybook involving gestures, it is recommended that individual differences in reading ability be addressed to maximize its effect. Suggestions for future studies are discussed.
... Some research has suggested positive cognitive development outcomes for children using digital devices, especially in areas such as executive function, problem solving, and hand-eye coordination (Blumberg et al., 2019). Additionally, digital tools can enhance vocabulary development and reading comprehension, increasing the appeal of learning for children (Homer et al., 2014) and improving academic outcomes (Hurwitz & Schmitt, 2020). In contrast, several studies have revealed negative outcomes, including diminished attention span (Zimmerman & Christakis, 2007), decreased reasoning abilities and academic performance (Beatty & Egan, 2020), and declines in social skills and self-regulation (Twenge & Campbell, 2018). ...
Article
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In recent years, the rapid proliferation of electronic products and technology has significantly transformed various facets of contemporary life, with children being particularly affected. Several studies have revealed varying degrees of influence that exposure to digital environments has on children’s cognitive functions and mental health; however, the findings across numerous studies are incongruent. Nevertheless, illuminating this topic is indisputable and of paramount importance. Our investigation, harnessing both the VOS viewer and CiteSpace, undertook a visualization analysis of the literature from 2000 to 2023 to discern prevailing trends and focal points within this domain. Our findings indicate that the preponderance of current research in this field predominantly centers around the impacts of the digital environment on children’s mental health. In contrast, research addressing cognitive functions remains somewhat underrepresented. Furthermore, the research outputs and influences from developing regions considerably lag behind those of their developed counterparts. Subsequently, we delved into the pressing challenges that this domain grappled with. Factors such as the broad implications of the term “digital environment” and the intricate task of standardizing cognitive development measurements have considerably hampered progress in this field. In light of these insights, we earnestly urge fellow researchers to accord with heightened attention to this realm. Doing so would facilitate the design of high-calibre longitudinal studies, propelling societal understanding of the repercussions of digital exposure on children’s cognition and mental health.
... The role of digital screen technology ('screens') in the lives of children and its potential impact has been heavily debated [1][2][3][4]. There is some evidence to support positive, helpful impacts for children using screens such as increasing learning capacities, higher productivity and enhanced competence in social interaction [5][6][7]. However, there is also some evidence to support negative, harmful impacts such as for physical, emotional and cognitive well-being and overall development [6,[8][9][10][11]. ...
Article
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The role and potential impact of digital screen technology in the lives of children is heavily debated. Current evidence is limited by the weakness of measures typically used to characterise screen use, predominantly proxy- or self-reports with known inaccuracy and bias. However, robust and detailed evidence is needed to provide practical trustworthy guidance to families and professionals working with families. The purpose of this paper is to support researchers to select measurement method(s) that will provide robust and detailed evidence. The paper outlines the challenges in measuring contemporary screen use by children, using a child–technology interaction model to organise considerations. A range of different methods used to measure digital screen technology use in children and adolescents (i.e., questionnaires, diaries, electronically prompted sampling, direct observation, fixed room cameras, wearable/portable cameras, audio recorders, screen-device onboard logging, remote digital trace logging and proximity logging) are described along with examples of their use and constructs typically measured as well as a summary of the advantages and disadvantages of each method. A checklist and worked examples are provided to support researchers determining the best methods or combination of methods for a research project.
... We opine that developmentally appropriate design for preschoolers is a significant aspect of screenless systems. Child-friendly designs, incorporating tangible objects and minimizing reliance on digital screens, align with the developmental needs of young children [56]. This proposed thoughtful design ensures that language acquisition becomes an engaging and age-appropriate experience for preschoolers. ...
Article
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Over an extended period, spelling lessons have consistently played a crucial role in language acquisition, commonly integrated into educational settings to enhance learners’ spelling proficiency. Traditional classroom environments often require learners to spell and write words, leading those facing persistent difficulties to experience anxiety and social disconnection. This challenge is particularly notable in preschool settings where a more interactive approach to spelling sessions could benefit children with difficulties. This research develops a screenless language learning system for spelling acquisition, with a specific focus on minimizing digital screen exposure for preschoolers. The proposed virtual augmented interface connects with tangible elements and game features. The tangible interface becomes the primary tool for learning, and the system achieves complete accuracy without necessitating learners to hold additional digital devices. The proposed system integrates augmented reality, tangible user interfaces, and serious game-based learning. Utilizing 3D Unity and Vuforia technology, augmented reality and serious game components are employed to create spelling content. The study highlights the importance of tangible letters and objects in conjunction with real-world items to facilitate cooperative and collaborative learning, encouraging social interaction among learners. The proposed learning content levels are adjusted to the age of learners (4-6 years) for alleviating cognitive overload. For gamification, the system incorporates three difficulty levels tailored to three, four, and five-letter words. This structured approach systematically enhances spelling skills while simultaneously addressing the challenge of excessive screen device exposure.
... Huang & Wang, 2023;Xu & Ke, 2020;Yukselturk et al., 2018); (3) MST's effect is worse than learning based on mice and keyboards (e.g. Homer et al., 2014;Huang & Wang, 2023;Kuo et al., 2014). ...
Article
Motion-sensing technology (MST) is an emerging educational technology with great potential. However, the effects of MST on language learning are still controversial. This is the first meta-analysis to examine the effectiveness of MST-assisted language learning. This research integrates 31 effect sizes from 21 independent studies (2013-2022). The results suggest that MST has an upper-medium effect on language learning (SMD = 0.740, p < 0.000). Moreover, moderator analyses reveal that MST-assisted language learning has better effects (1) on affective and cognitive outcomes; (2) for 31–50 students; (3) on secondary school students; (4) for 1–3 months duration; (5) on sign language, Malay, and English; (6) with drama-based, activity-based, and game-based learning; (7) using mixed learning and group learning; (8) at middle or high embodiment level; (9) in the classroom; (10) using quasi-experimental design; (11) on Asian and European students; and (12) with increasing publication years. Lastly, discussion, implications, limitations, and future directions are provided.
... In the 22.5% of the sampled studies that utilized social strategies, learners were required to ask questions, collaborate, or compete with others. In Homer et al. (2014), for instance, a learner could interact with on-screen animated characters in a digital storybook and comment on story events. And in Wood et al. (2012), iPads were shared among learners, and teachers interacted with and questioned children using them. ...
Article
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Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between 2011 and 2023, of which 40 met our inclusion criteria. Most of the sampled studies focused on teaching receptive vocabulary knowledge and vocabulary breadth. All utilized cognitive strategies. Their common design features included noticing and receptive or productive retrieval, and most implicitly drew upon dual-coding theory. Our findings highlight the need for a balanced approach to vocabulary learning, encompassing both vocabulary breadth and depth, as well as receptive and productive knowledge. They also suggest that affective and social learning strategies should be promoted alongside the cognitive ones that are currently dominant. Additionally, our identification of commonly and rarely used design features can guide curriculum designers to develop more effective tools. Lastly, we argue that the design of technology-enhanced learning should be theory-driven.
... The "Catcher Game" is a simple, highly interactive, and widely popular gameplay paradigm in the context of digital game interfaces (Homer et al., 2014). Here, the player manipulates the game controllers to catch moving digital targets using onscreen catching elements (Qualifio, 2023;Elor et al., 2018;Mitchell, 2016). ...
Article
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Alphabet training of primary school students is an essential, but challenging activity. Alphabet knowledge is an important fundamental literacy skill which has been found to directly impact the future academic success of students. Game-based learning and the use of multimodal engagement activities have been found to be effective intervention strategies in successful alphabet training programmes. In this study, a Kinect based digital Catcher Game was developed for English alphabet training of primary school students. For a duration of 4 weeks, a control group (CG) consisting of 41 Class-III students received traditional classroom training for 60 min each day. During the same period, an intervention group (IG) consisting of 45 Class-III students was trained for 30 min in the traditional class and using a Catcher Game session for another 30 min. The alphabet knowledge performances of the two groups were compared before and after the game-based training intervention. During the pre-test, no statistically significant differences were observed in the alphabet knowledge performance of the CG and IG. In the post-intervention evaluation, the IG students were found to perform significantly better in the test than the CG. During their post-intervention feedback, most of the IG students and teachers talked favorably about the use of Catcher Game intervention and attributed the significant improvement in IG performance to this intervention. Post-intervention, the teachers also reported a significant improvement in the motivation and engagement among the IG students during regular classroom sessions.
... This allows the development of spatial knowledge. On the other hand, it is also possible to find works to improve the reading ability of children as is the case of the study conducted by Homer et al. [36]. Languages is another subject in which we can find more games of this type, one of these studies is the one conducted by Pan [37] that makes use of Kinect for learning the English language. ...
... Along with the characteristics of the teacher and the classroom environment, the developmental characteristics of the student also affect the student's behaviors towards literacy. Related to this situation, Homer et al. (2014) (2019) argued that game-based literacy teaching increases student motivation and contributes to literacy teaching. In addition to the positive effects of game-based learning, digital games cause distraction in long-term applications because network-based digital games contain too many stimulants. ...
Article
Full-text available
Since rapid changes in technology affect every aspect of life, the importance of technology integration in education is constantly increasing. It is very important to educate individuals who use technology in education as in all areas of life and to ensure technology integration in education. The research aimed to explore the basic structure of the literacy teaching curriculum and the relationship between the curriculum and technology. The research was designed as a case study. The study group of the study consists of 27 primary school teachers selected by the disproportionate stratified sampling from four regions of Turkey. 12-question interviews prepared by the researchers were used as a data collection tool, and content analysis was used in the analysis of the data. According to the findings of the study, the educational tools, and the suitability of the technological infrastructure of the educational materials for the use of the students are closely related to the literacy teaching curriculum. In light of the results obtained, it can be suggested to give more in-service training for technology integration in literacy teaching to teachers and to develop a platform for technology integration in literacy teaching by the Ministry of National Education.
... Along with the characteristics of the teacher and the classroom environment, the developmental characteristics of the student also affect the student's behaviors towards literacy. Related to this situation, Homer et al. (2014) (2019) argued that game-based literacy teaching increases student motivation and contributes to literacy teaching. In addition to the positive effects of game-based learning, digital games cause distraction in long-term applications because network-based digital games contain too many stimulants. ...
Article
Full-text available
Since rapid changes in technology affect every aspect of life, the importance of technology integration in education is constantly increasing. It is very important to educate individuals who use technology in education as in all areas of life and to ensure technology integration in education. The research aimed to explore the basic structure of the literacy teaching curriculum and the relationship between the curriculum and technology. The research was designed as a case study. The study group of the study consists of 27 primary school teachers selected by the disproportionate stratified sampling from four regions of Turkey. 12-question interviews prepared by the researchers were used as a data collection tool, and content analysis was used in the analysis of the data. According to the findings of the study, the educational tools, and the suitability of the technological infrastructure of the educational materials for the use of the students are closely related to the literacy teaching curriculum. In light of the results obtained, it can be suggested to give more in-service training for technology integration in literacy teaching to teachers and to develop a platform for technology integration in literacy teaching by the Ministry of National Education.
... The use of signs and movement has been used widely used by companies when making games that are meant for learning purposes (Homer et al. 2014). The reason why these two aspects are incorporated is because of desiring to have an effect that is either perceptual, cognitive or both on the learners (Black 2010). ...
Article
Several reasons have been linked to the high percentage of failure when it comes to Sciences Technology, Engineering and Mathematics (STEM) subjects for college freshmen. The Higher Learning Commission during its annual conference in 2013 did find out that the leading factor, motivation, seems to play a significant role to inspire students to get involved in the course work. Much research, both in academic journals and mainstream magazines, has been published on how traditional methods of lecturing are neither engaging nor robust enough for STEM learners. In this paper, the author explores the Game-Based Learning method (GBL) as a promising platform to assistance students in their transition from high school to college level STEM courses. Additionally it also looks into the fundamental reasons why biologically, culturally and philosophically, playing has become an essential tool in engaging the real world without having to assume the risk of unwanted consequences
... Third, the effect of MST is worse than traditional learning. For instance, Georgiou et al. (2019) found that children's learning gains in Kinect-based game were worse than a traditional desktop-based game; Homer et al. (2014) found that Kinect groups performed slightly worse than book reading groups; Huang and Wang (2021) found that kinesthetic learners' learning outcomes were slightly worse than non-kinesthetic learners; Johnson- Glenberg et al. (2014a) and Kuo et al. (2014) found similar results. ...
Article
Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.
... Penggunaan aplikasi literasi dengan platform tablet secara positif meningkatkan pengetahuan huruf, konsep cetak dan keterampilan menulis nama (Neumann, 2018). Teknologi digital baru, seperti sistem Kinect, adalah media yang menjanjikan untuk mengembangkan game untuk mendukung literasi dan penguasaan bahasa anak-anak (Homer et al., 2014). Penelitian ini menunjukkan bahwa pelatihan membaca berbasis game digital multi komponen yang dilakukan secara mandiri di rumah dapat meningkatkan keterampilan membaca anak-anak dengan gangguan membaca . ...
Article
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Berdasarkan analisis kebutuhan mengenai media pembelajaran yang akan dikembangkan bahwa sebagain besar guru memperhatikan reliabilitas media yang dikembangkan. Aspek pembuatan media pembelajaran hanya sebagian kecil guru membuat media pembelajaran, dan aspek penggunaan media pembelajaran sebagain besar guru tidak menggunakan media dalam pembelajaran. Tujuan penelitian ini adalah merancang aplikasi game calistung digital anak usia 5-6 tahun dengan menggunakan unity 3D berbasis android. Metodologi penelitian menggunakan metode Research and Development dengan langkah-langkah dari penelitian Borg, WR dan Gall,M.D yang mengadopsi model Dick and Carey dengan pengembangan multimedia berbasis software life cycle model. Hasil uji lapangan menunjukan nilai rata-rata lembar observasi kemampuan literasi awal pretest sebesar 3, 16 dan nilai rata-rata lembar observasi kemampuan literasi awal postest sebesar 3, 68 serta nilai rata-rata kenaikan skor pretest dan skor postest kemampuan literasi awal sebesar 0, 53. Hasil uji lapangan menunjukan bahwa media pembelajaran game ABaCa dapat meningkatkan kemampuan literasi awal anak usia 5-6 tahun pada aspek kesadaran fonologis, pengetahuan tulisan dan konsep tulisan, huruf dan kata.
... Recent developments in the low-cost movement-based three-dimensional (3-D) computerised interface Kinect for Xbox from Microsoft (2013) has created invaluable opportunities for educators to provide immediate and individualised feedback to enhance student learning in a vast number of fields (e.g., Homer et al., 2014;Ruff, Wang, Quatman-Yates, Phieffer, & Quatman, 2015;Vernadakis, Derri, Tsitskari, & Antoniou, 2014). Homer and associates (2014) experimented with Kinect's effect on the language and literacy learning of young children. ...
Chapter
This chapter discusses the transition of teaching and learning of Cantonese opera in Hong Kong from traditional master-apprentice approach to institutionalised group teaching, and how the development of the Computerised Kinetic Chain Assessment and Learning System (CKCALS) facilitates the assessment of, for, and as learning of Cantonese opera in the 21st century. The CKCALS is an automatic device using the Microsoft Kinect® for Xbox 360 system, which is identified to be effective for supporting the teaching and learning of body movements in previous studies, to capture and calibrate the 3-D motion of the learner performing Cantonese opera movements. It allows the learner to observe and follow the movements of the expert shown on the computer screen, and scores the level of alignment of their gestures with the standard. The system provides the learner with both quantitative and qualitative feedbacks. The feedbacks are immediate, individualised and precise, which not only inform the learner of the level of their performance, but also provide useful information for the improvement of their subsequent learning. The theoretical framework, benefits, limitations and expected impact of the CKCALS are also discussed.
... They were very diverse in terms of game types and particular game genres, and in terms of education level, context, and chosen methods. One-third of the reading studies focused on educational games, specifically on tutorial games (Holmes, 2011;Khan & Reed, 2011; and gamified digital books (Homer et al., 2014;. They were conducted at both the primary and secondary levels, both inside and outside school settings. ...
Article
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In this comparative systematic review, we analyse how the use of digital games inside and outside school settings might support primary and secondary students’ literacy and language learning in relation to first language (L1) and second language (L2) educational contexts. Our findings indicate widely different patterns from utilising diverse game aspects, theories, and research methodologies in relation to the two different subject areas, which show that they are less convergent than what often is suggested in research that compares the two subjects in a globalised world. The L1 studies indicate positive findings with mainly commercial games in relation to writing, multimodal production, critical literacy, and, partly, to reading. The L2 studies report positive findings with educational games in relation to the investigated language skills (vocabulary, reading, and writing), though with an increasing number of studies conducted in out-of-school settings examining commercial gaming practices. We discuss the findings from the two K-12 subjects using a cross-disciplinary perspective, and we suggest directions for future research.
... During shared book-reading, which is a student-centred activity, both the child and adult are active participants in the construction of a dialogue surrounding the storybook (Whitehurst et al., 1988). Research greatly supports adult guidance while reading/listening to a storybook and the importance of adult scaffolding during storytelling to develop young children's literacy skills (Homer et al., 2014;Korat et al., 2011;Moody et al., 2010;Rvachew et al., 2017). ...
Article
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Background The array of availability of diverse digital reading applications, the mixed results emerging from small‐scale experimental studies, as well as the long‐standing tradition and range of known positive developmental outcomes gained from adult‐child storybook reading warrant an investigation into electronic storybooks (e‐books) by performing a meta‐analysis, which includes recent studies. Objectives The overall purpose of this meta‐analysis is to examine the impact of e‐book reading on language and literacy development of young children when compared with traditional reading of print books with or without adult scaffolding in a structured and controlled environment. Methods This meta‐analysis includes experimental studies published between 2008 and 2021 with a target population of 3–8 year‐olds ( n = 2.317). Results and conclusions Analyses indicated a small positive effect for e‐books when compared with print books on language and literacy development [ g = 0.25; 95% CI = (0.09, 0.42)]. A moderate positive effect was found for vocabulary learning, [ g = 0.40; 95% CI = (0.10, 0.69)], especially in relation to expressive vocabulary [ g = 0.54; 95% CI = (0.08, 1.00)]. In addition, we found a significant positive correlation between multimedia e‐books and the development of code‐related skills. However, no significant differences were found between e‐book and print book reading in relation to story comprehension. Implications Findings showed that digital features combined with adult scaffolding produced significant positive effects when compared with traditional print book reading with adult support. The findings have practical ramifications, since they can help researchers and educators identify which digital features have the greatest influence on improving children's language and literacy skills when engaging with e‐books.
... Further, WH questions enhanced their reading performance significantly and variations of reading teachers' nature as an enabler, a facilitator, a humanist, a behaviorist, and an expert were noted. Homer et al. (2014) argued that reading to young children has a number of benefits, including supporting the acquisition of vocabulary and literacy skills. Digital reading games, including ones with new modes of interface such as the Kinect for Xbox, may provide similar benefits in part by allowing dynamic in-game activities. ...
... The body-motion interface through a Kinect sensor can be used for the direct manipulation of real objects in a virtual world, much like traditional interfaces like monitor, keyboard, mouse, when exploring participants' memory performance (Chao et al., 2013). Several scholars have indicated that students' spatial skills (Tsai & Yen, 2013), literacy skills, and vocabulary knowledge can be fostered by applying embodied learning (Homer et al., 2014); they found that there was a significant improvement after the treatment. To improve oral skills in language learning, the Yoostar 2 game with a Kinect sensor and integrated it into the second language (L2) curriculum (Urun et al., 2017). ...
Article
In this study, the transformational play approach was further used to deploy drama‐based situational learning in the classroom through the Digital Learning Theatre (DLT) by engaging drama performers and the audience collaboratively. This study analysed the learners' learning effectiveness based on translation and sentence‐construction abilities, and their perception by focussing on concentration, and comprehension of dialogues before and after the drama‐based activity. The experimental results were based on both the DLT including tablet PCs to enable audience participation in drama performances, and the DLT for drama performances in which the audience can participate through traditional open discussion sessions with the narrator of the drama. Sixty‐five students were selected randomly as participants from the English as a Foreign Language academic program at the junior high school level. The application of the DLT including the tablet PCs approach showed considerable improvement in students' learning effectiveness as well as a significant positive effect on classroom learning, outperform the effectiveness of the DLT with traditional open discussion sessions for the audience. Accordingly, to improve students' learning effectiveness, their engagement in the learning process can be advanced through situational learning activities using educational technologies that combine with collaborative learning mechanisms for classroom learning. Practitioner notes What is already known about this topic The transformational play proposed by Sasha Barab is designed based on situated cognition theory to position persons, content, and context together through digital games. Dorothy Heathcote proposed a drama‐based learning approach for learning in the classroom, and learners can play various roles in the drama to learn in a situational learning setting. The teacher, too, plays a role to guide the students and engage them in the situational learning setting. Integration of immersive educational technologies supports learning by reducing obstacles to adoption in the learning process and improve learning effectiveness. Within a rich contextual learning environment, learners can be placed in different situational learning tasks that allow them to apply existing knowledge and experiences. What does this paper add This study introduces a manner of applying the transformational play approach in drama‐based situational learning activities suitable for collaborative learning in a classroom setting. It introduces a practical and simple method to transform a regular classroom into a digital version of the learning theatre, including a virtual stage to drama performances. The drama‐based situational learning approach facilitates the audience as well as the performers to transform themselves into protagonists in the learning context by collaboratively following the learning content and learning with their peers. The technology‐enhanced drama‐based situational learning approach is introduced based on the transformation play approach that allows the students to learn situationally through different script instances, and improves their learning effectiveness by helping them understand the learning content through performing, participating, watching, and interacting in the learning context. Implications for practice and/or policy Learners can apply their prior knowledge and experiences creatively through drama‐based learning activities, and interactive engagement allows the audience to participate in the learning process equally as drama performers. Educators and learning system developers can implement this approach to facilitate situational practice and discuss learning content. The learning process supports the reinterpretation of the learners' experiences and reflects on how to procure/adopt new knowledge and apply it to real‐life situations. Drama performance is a collaborative/group learning task and it is performed for the audience. Students with higher achievements will help students with lower achievements so that everyone can contribute in the learning process to achieve their learning objectives.
... Body movements happening during educational activities should not be ignored or viewed as peripheral only. Over the decades, researchers and practitioners have been studying body gestures, movements and learning through the lenses of embodied cognition, constructivism, grounded cognition and cognitive load theories (e.g., Alibali & Nathan, 2007;Alibali & Nathan, 2012;Arzarello et al., 2009;Edwards, 2009;Homer et al., 2014;Hsiao & Chen, 2016;Hung & Chen, 2018;Kelly et al., 2010;Kita & Davies, 2009;Lan et al., 2018;Lindgren et al., 2016;Parmar et al., 2016;Reynolds & Reeve, 2001). The one theme in common among these studies is that the researchers hold the view that body movements are part of the learning process, which may offer unique functionalities to learning. ...
Article
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Objective The aim of this current paper is to investigate the salient embodiment features in the empirical studies on technology‐enabled embodied learning environments (TEELEs), and to contribute a comprehensive conceptual framework to direct the understanding and the designing of TEELEs – to embody and how to embody. Method In this thematic paper, we carefully selected and reviewed 28 empirical studies (peer‐reviewed journal articles published in the recent decade between 2010 and 2020) on TEELEs, and analyzed their salient features concerning embodiment. Results and Implications Synthesizing the characteristics distilled from the selected studies, we propose the conceptual framework of embodied immersion, which consists of three major dimensions, namely, physical, sensory, and cognitive immersions. Eight factors – means of embodiment, amount of motoric movements, point of view, media effects, haptic effects, operational congruency, learning congruency, and personalization – contribute to these three dimensions, and are carefully articulated, discussed, and explicated. The discussions around the embodied immersion framework are rooted in the concepts of presence, immersion, and agency. We regard our framework as a trinity borrowing the ingredients from each of those three that will guide through the understanding and the designing of TEELEs.
... For improved interactivity, a new module called Kinect 2 viewer sensing device was added to the INL system. Several educational systems have employed the data (e.g., gestures and voices) captured by Kinect sensors for advanced learning support such as experiential learning [10] , foreign language learning [11], [12] , reading skill training [13] , and nonverbal communication skill training [14] . Although these systems commonly utilize Kinect sensors as contactless natural user interfaces, they do not necessarily provide real-time vision. ...
Article
We equipped an interactive digital signage system with simple interactivity, which enabled viewers to answer quizzes by performing horizontal body movements. Our system was installed in a local public facility for disaster education mainly visited by children. To improve the learning experiences of the visitors, we added improved interactivity, which enabled them to answer the quizzes by using body actions such as pointing, positioning, and posing. This improved interactivity aimed to (1) introduce fun to learning activities and (2) attract the attention of viewers. We compared the efficacies of the simple and improved interactivities at an event in the facility. Although improved interactivity did not necessarily improve the efficacy and fun of learning, it attracted more attention than simple interactivity.
... Online vision-based motion games [29] Nori School [32] The request game [53] Virtual Language Patient [107] Medicina [36,138] It's a Deal! [75] Immersive RPG for English pragmatics [37] Speech-Enabled Virtual Scenarios [89] ELMORPG [114,119] VirtUAM [39] Word Score [122] HOPSCOTCH exer-game [109] VocaMono [118] eBook-based game [76] Digital game based on the board game Fresco [110] GeCALL [41] Children Make Terrible Pets made by Microsoft Games Studio [78] Alphabetical sound ariculation game [40] MEL [77] ...
Article
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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.
... The use of signs and movement has been used widely used by companies when making games that are meant for learning purposes (Homer et al. 2014). The reason why these two aspects are incorporated is because of desiring to have an effect that is either perceptual, cognitive or both on the learners (Black 2010). ...
Article
History of Indian education dates back to over 5,000 years. Education in the Vedic and Muslim periods was found to be based on religion while the Buddhist period gave world-class universities. In the British period, education oscillated between being a central subject and a provincial subject. The Constitution of India placed education as a state subject, which was later transferred to the Concurrent List in 1976. But due to lack of coordination between the centre and state governments, the higher education system is found to be in a critical state. Further, there is significant disparity in funds allocation to central and state universities by the central regulator, UGC, which further worsens the situation. The current system can work, if the centre makes the law with a broader view and leaves the states with enough power to customise it. There is need to establish State Education Councils in every state to better assess the need of state universities and recommend/allocate the funds accordingly.
... In the language-learning field, Yang, Chen and Chang Jeng (2010) developed a video-capture virtual reality technology for second grade students in Taiwan that allows students to interact with the system through physical movements, they found that the system enhanced students' long-term learning. Homer et al. (2014) investigated the use of a Kinect-based storybook game to support reading comprehension for beginning readers and children. a study compared the effectiveness of three different interactions (video, gesture and 3-D desktop game) for learning English to enhance learning performance for elementary students (Lan, Chen, Li and Grant 2015). ...
Conference Paper
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There is evidence from second-language learning research that acting out vocabulary can improve learning and recall. Gesture-based language learning games have the potential to support this method of learning. A within-subjects design was used to explore student preferences for interaction styles in vocabulary games. Three types of game interaction technologies were examined: a gesture-based game in which the student points to select the vocabulary; an acting game in which the student acts out the meaning of the word to select the vocabulary; and a mouse-based game. The goal was to explore students’ interaction preferences and the reasons behind their preferences as well as issues that could occur while acting out the (abstract and concrete) vocabularies. Thirty-six participants (16 males and 20 females) aged 7–9 played each of the three games in a randomly assigned order. The play sessions were video-recorded, and students participated in a short interview and survey after playing all three games. Overall, most participants enjoyed playing the acting game, suggesting that this interaction approach could be pursued in future educational game design.
... Recent human-computer interaction studies have suggested that tactile interactions (Cingel & Piper, 2017), movement-based interactions (Homer et al., 2014) or hotspots, providing questions with immediate feedback (Kao et al., 2016), may promote children's reading engagement. Second, given within-individual design, this study is correlational in nature. ...
Article
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Lay Description What is already known about this topic Interactive features, such as hotspots on which children can press to receive visual or auditory effects, are commonly incorporated in children's electronic books. Hotspots may stimulate children's engagement and help children understand the content of the story; hotspots may also increase the demand of working memory, thus resulting in children's cognitive overload. These interactive features may increase or decrease children's engagement with and comprehension of the story depending on how children use them. What this paper adds The present study explored the association of hotspots interaction with children's engagement with and learning from tablet‐based electronic books. Interaction with hotspots enhanced children's emotional engagement and visual attention as children used an e‐book, but not verbal engagement. Hotspot interactions benefited children's recall of story elements relevant to the hotspot but did not appear to enhance their holistic comprehension of the story. Implications of study findings for practitioners Integrating hotspots that are congruent with the story into electronic books can offer young readers a more enjoyable and focused digital reading experience. Prompts or instructions should be given to guide children in their hotspot interactions. Designers may also want to consider incorporating hotspots that may facilitate children's verbal engagement with reading and story comprehension.
... As an outcome, teachers are not confident enough, or they are feeling reluctant in integrating technology-enhanced embodied learning within their classrooms and teaching practices (Georgiou and Ioannou 2019b;Karakostas et al. 2017). Consequently, while technology-enhanced embodied learning has been largely employed in out-of-school contexts for experimental purposes (e.g., Homer et al. 2014;Lindgren et al. 2016), only a few embodied digital environments have been integrated in the educational curricula, taking the form of an alternative teaching approach (e.g., Anderson and Wall 2016;Birchfield and Johnson-Glenberg 2012). Overall, research regarding the technology integration of digitally enhanced embodied learning is still in its infancy and there is still not a clear vision of how to introduce effectively this pedagogical innovation in real classroom settings. ...
Article
The turn of the millennium has witnessed an increased interest in technology-enhanced embodied approaches for learning in mathematics due to the rapid advancement of motion-based technologies. However, the emergence of technology-enhanced embodied learning brings to the foreground new challenges due to the lack of learning experience (LX) designs, ensuring its successful introduction in real classroom settings. This paper presents a large-scale study on the implementation and systematic evaluation of a LX design, developed and enacted by a cohort of eight primary education teachers to support their students’ engagement and learning in mathematics. The LX design was structured around an embodied educational app for learning in mathematics and was implemented in 13 primary education classrooms (n = 213 children). Analysis of the data collected via pre-post conceptual tests, students’ engagement surveys and testimonials, as well as teachers’ interviews, provided empirical substantiation to the LX design, while also supporting the effectiveness of technology-enhanced embodied learning.
... On one hand, digital technology for young children is powerfully promoted (particularly by the industry) based on promising results of studies that showed enhanced learning capacities, inclusion, augmented engagement in STEM (i.e., science, technology, engineering, and mathematics), and higher productivity and competence in social interaction, thanks to an active use of smart devices, in collaboration with caregivers and educators. For example, e-books seem to be useful in stimulating vocabulary development and reading comprehension and are suggested to be more engaging for young children thanks to "digital scaffolds" (e.g., synchronous text highlighting, sound effects, animations) [4]. ...
Article
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A growing literature is focusing on the possible positive and negative outcomes associated with the use of technological devices and apps (played on smartphones and Ipads) in children in their first five years of life. Apparently, two conflicting branches of literature are accumulating results in this field: (a) studies investigating whether the use of technology has an impact on learning and cognitive tasks (literacy, mathematics, science, etc.); and (b) studies concentrating on the possible effects on the emotional and behavioral functioning of children using touch screen devices (especially in the case of their excessive use).
Article
Embodied cognition and movement‐integration (MI) in classroom settings attract the interest of researchers and practitioners. The purpose of this six‐week pilot study was to investigate the feasibility and acceptability of a MI approach (PunMoves) focusing on the comprehension of punctuation marks in reading, which was implemented in 12 middle‐school literature classes for children with dyslexia. The perceptions and experiences of four literature teachers for special educational needs and their selected 12 middle‐school students with dyslexia were recorded through semi‐structured interviews after the implementation of PunMoves. A reflexive thematic analysis revealed that PunMoves was more than welcomed from teachers and students, as it stimulated the students' interest and motivation in the reading process and the comprehension of punctuation marks. The acceptability of the approach from teachers and students was also reflected through its multidimensional impact on children's behaviours. Game‐based elements detected as some significant points of the program.
Article
Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.
Article
Günümüzde ekran bağımlılığı gelişen teknolojiyle paralel olarak artmaktadır. Buna bağlı olarak toplumda zaman yönetimi, sosyal izolasyon, uyku bozukluğu, göz rahatsızlıkları, dikkat ve odaklanma konularında problemlerin yaşandığı görülmektedir. Fakat teknolojinin getirdiği imkânlarla çocukların fiziksel olarak daha aktif olmaları, ayrıca dikkat, odaklanma, bilişsel esneklik gibi farklı öğrenme becerilerine hitap eden oyunlaştırılmış ögelerle bilişsel performanslarının arttırılıp öğrenme becerilerinin geliştirilmesinin mümkün olduğu değerlendirilmektedir. Literatürde yapılan çalışmalar, bireyleri harekete teşvik eden uygulamaların öğrenme üzerindeki olumlu etkileri olduğunu kanıtlamaktadır. Bu çalışmada öğrenme ortamlarında bireyin geniş bir alanda hareketini sağlayarak oyunlaştırılmış projeksiyon tabanlı öğrenme aracının geliştirilmesi amaçlanmıştır. Geliştirilen sistem ilkokul 4. sınıf İngilizce müfredatındaki 3 ayrı konu başlığının kazanımları arasında olan kelime/kelime grupları için tasarlanmıştır. İngilizce kelime öğrenme modülü için bireylerin eklem pozisyonları kamera ve sensörler aracılığıyla sayısallaştırılmıştır. Bu verilerin kullanıldığı oyun sisteminde eğitici oyun içerikleriyle çocuklara geniş bir alanda hareket ederek hem oyun oynama hem öğrenme imkânı sunulmaktadır. Bu çalışma ile sistemin donanım, yazılım ve fiziki yerleşimi için gerekli teknik özellikler ve tasarım metotları açıklanmıştır.
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Kinesthetic gaming, which is also called full-body gaming, is the rising star of digital gaming trends of recent years. With the integration of commercially available motion tracking systems into game consoles, players are able to control the games with kinesthetic movements without any handheld controllers. This new form of advanced human-computer interaction (HCI) allows players to interact with games in more realistic and natural ways. Because of its novelty, research in kinesthetic gameplay is limited, and experimental research on the effects of kinesthetic gaming on learning is almost non-existent. The purpose of the chapter is to investigate the philosophical foundations of kinesthetic game-playing by emphasizing the role of physical action on learning under the framework of cognitive theories and to discuss possible implications in P-12 education. The author aims to introduce kinesthetic game-playing as a powerful tool for learning and to develop new insights on gaming in P-12 education.
Article
This study aims to provide a systematic review of existing research on the use of digital game-based learning (DGBL) technology for foreign language (English) in preschool and elementary schools. Digital game-based technology enables learning to become more interactive and inspirational, thereby enhancing language acquisition. The authors present a DGBL classification schema with four main components, design principles, language content, pedagogical factors, and feedback mechanisms, as guidelines for designing and implementing DGBL in foreign language learning. This survey classifies and filters 110 published articles from January 2010 to April 2022 based on the proposed DGBL schema adhering to the insertion and omission criteria, from which 50 studies focus on preschool and primary school students between the ages of 2 and 10 years. The findings indicate that DGBL influences motivation, creativity, and problem-solving ability. However, the synthesized literature also reveals challenges and issues in designing and developing DGBL systems based on novel technologies. The findings are fundamental for exploring the game classification schema for designing and implementing game-based learning to augment the trends of DBGL in foreign language learning and identify the possible issues and solutions for DGBL to lessen health concerns and technology challenges. The authors recommend emerging technologies and software engineering processes as possible solutions for continuity in DGBL research by enlightening the significance of evolving technologies such as artificial intelligence, blockchain, deep learning, AR/VR, and DevOps.
Article
Engagement in educational games was conceptualized as four dimensions but few studies have examined the four dimensions together. Additionally, game features vary greatly in different game genres that demand different engagement dimensions. However, engaging game features were studied in general and did not inquire specific game genres in extant literature. This study aimed at filling in this gap by examining students’ engagement patterns as well as what and how game features provided engagement opportunities in a personalized computerized role-playing game environment through the lens of the four-dimension engagement framework. Results showed the instability of engagement and certain engagement dimensions would predominate in different gameplay stages. Students exhibited cognitive engagement both during and after gameplay. Behavioral engagement dominated during gameplay while affective engagement dominated after gameplay. This study also found that gender, age, employment status, and gameplay experience affected engagement during gameplay. All features of personalized computerized role-playing game could engage students but manipulating a fictional world and portraying game characters could best engage students. Implications and future research were also discussed in the study.
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Currently, there is a generation of children that tend to be exposed from a very early age to digital media, especially in the most economically and culturally developed societies. Thus, it is necessary to think about ways in which technology can contribute to learning, namely by seeking to converge the recreational component with the educational while preventing or suppressing potential dangers. This study aimed at extending the Mobeybou pedagogical materials, i.e., a Digital Manipulative for storytelling, and a set of interactive story applications, thus integrating the easy access that children have to technologies and the positive characteristics of games. In this context, here we present a descriptive case study of the design process of the interface for a game to be integrated into the Mobeybou in Brazil story app. The game interface is intended to reinforce the knowledge conveyed through the reading of the story app, therefore contributing to the development of language skills, creativity, and digital literacy. The game interface should be easy and intuitive to use, its development followed a design thinking methodology. A pilot test carried out with a group of five children aged between 8 and 9 years-old revealed very encouraging results, showing that the game interface was easy to use and engaged children with the story content.KeywordsUX designUI designDesign thinkingMobile gameMobeybou
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Strategic brand management presupposes the use of different strategies. The dimensions. In this theoretical chapter, the authors analyze how the most known concepts are related. As a result, brand equity plays a great importance in brand image and brand identity, implying different approaches in the communication process of brands. Consequently, storytelling plays a specific role in brand communications, especially digital storytelling. Creating appropriate narratives, brands can improve customer engagement, consumer’s emotional involvement and loyalty.KeywordsBrandingBrand equityBrand image and identityStorytellingNarrativesCustomer involvementConsumer’s memoryDigital marketing
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The present research examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency and was adapted to allow for individual, competitive, or collaborative game play. Participants (N = 58) from urban middle schools were randomly assigned to each experimental condition. Results suggested that, in comparison to individual play, competition increased in-game learning, whereas collaboration decreased performance during the experimental play session. Although out-of-game math fluency improved overall, it did not vary by condition. Furthermore, competition and collaboration elicited greater situational interest and enjoyment and invoked a stronger mastery goal orientation. Additionally, collaboration resulted in stronger intentions to play the game again and to recommend it to others. Results are discussed in terms of the potential for mathematics learning games and technology to increase student learning and motivation and to demonstrate how different modes of engagement can inform the instructional design of such games. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
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ABSTRACTS The convergence of literacy instruction with networked technologies for information and communication This article describes the convergence of literacy instruction with the Internet and other networked technologies for information and communication. It also explores the consequences of this convergence including the fundamental changes taking place in the nature of literacy and literacy instruction. We suggest that three forces appear to be causing this convergence: global economic competition; public policy initiatives by governments around the world; and literacy as technological deixis. We show how each of these forces is driving the Internet and other information and communication technologies (ICT) to a central position in the classroom and we describe the nature of literacy and literacy instruction that is emerging. We then explore three challenges that will determine the speed and effectiveness of the convergence that is occurring: challenges related to budget considerations, challenges related to professional development, and challenges related to using technology in ways that will make all of our lives better. We argue that the literacy community must begin to explore these new contexts for literacy and learning if we wish to prepare children for their literacy future. La convergencia entre enseñanza de la lectoescritura y tecnologías de información y comunicación en red ARTÍCULO describe la convergencia entre la enseñanza de la lectoescritura y la Internet y otras tecnologías de información y comunicación en red. También explora las consecuencias de esta convergencia, incluyendo los cambios fundamentales que tienen lugar en la naturaleza de la alfabetización y la enseñanza de la lectoescritura. Sugerimos que tres fuerzas parecen causar esta convergencia: la competencia económica global, las iniciativas de políticas públicas de los gobiernos en todo el mundo y la alfabetización como indicador tecnológico. Mostramos de qué manera cada una de estas fuerzas ubican la Internet y otras tecnologías de información y comunicación (ICT) en una posición central dentro del aula. Asimismo describimos la naturaleza de la alfabetización y la enseñanza de la lectroescritura que está surgiendo. Luego exploramos tres desafíos que determinarán la velocidad y efectividad de la convergencia: desafíos relacionados con consideraciones presupuestarias, con el desarrollo profesional y con el uso de la tecnología de una manera que mejorará la calidad de vida. Argumentamos que la comunidad educativa debe comenzar a explorar estos nuevos contextos de alfabetización si deseamos preparar a los niños para la alfabetización del futuro. Die Konvergenz vom Schreib‐ und leseunterricht mit vernetzten Technologien zur Information und Kommunikation DIESER ARTIKEL beschreibt die Konvergenz von Schreib‐ und Leseanweisungen mit dem Internet und anderen vernetzten Technologien der Informatik und Kommunikation. Er erforscht auch die Konsequenzen dieser Konvergenz einschließlich der wesentlichen Veränderungen, die im Naturbereich der Unterrichtsanweisungen zum Schreiben und Lesen stattfinden. Wir setzen voraus, daß drei Kräfte diese Konvergenz zu verursachen scheinen: globaler wirtschaftlicher Wettbewerb; öffentliche Verfahrensinitiativen durch Regierungen rundum die Welt; und Schreib‐ und Lesekenntnis als technologische Deixis. Wir zeigen auf, wie jede dieser Kräfte das Internet und andere Informations‐ und Kommunikationstechnologien (ICT) vorantreiben, bis hin zu einer zentralen Position im Klassenzimmer; und wir beschreiben die Art und Weise des Schreibens und Lesens und deren Instruktionen, wie sie hieraus hervorgehen. Wir erforschen dann drei Herausforderungen, welche darüber bestimmen werden, mit was für einer Geschwindigkeit und Effektivität diese fortlaufend stattfindenden Konvergenzen vorankommen: solche Herausforderungen stehen in enger Beziehung zu Finanzhaushaltsüberlegungen, Herausforderungen in Relation zur professionellen Entwicklung, und Herausforderungen in Relation zur Technologie, die dazu dienen, unser aller Leben zu verbessern. Wir argumentieren, daß die Wissensgesellschaft damit beginnen muß diese neuen Zusammenhänge auf den Gebieten das Erlernens und Unterrichtens des Schreibens und Lesens zu erforschen, wenn wir wünschen, daß unsere Kinder auf ihre zukünftigen Anforderungen an das Schreiben und Lesen vorbereitet sein sollen. 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Nous explorons ensuite trois défis qui détermineront la vitesse et l'efficacité de la convergence qui est en train de se produire: des défis liés à des considérations budgétaires, des défis liés au développement professionnel, et des défis liés à l'utilisation de la technologie selon des modalités permettant d'améliorer la vie de tout le monde. Nous soutenons que la communauté de la littératie devrait commencer à explorer ces nouveaux contextes de littératie et d'apprentissage si nous voulons préparer les enfants à la littératie de demain.
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Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that reported vocabulary as an outcome measure were located. After extracting relevant data from 16 eligible studies, a meta-analysis was conducted to attain an overall mean effect size reflecting the success of dialogic reading in increasing children's vocabulary compared to typical shared reading. When focusing on measures of expressive vocabulary in particular (k = 9, n = 322), Cohen's d was .59 (SE = .08; 95% CI = 0.44, 0.75; p < .001), which is a moderate effect size. However, the effect size reduced substantially when children were older (4 to 5 years old) or when they were at risk for language and literacy impairments. Dialogic reading can change the home literacy activities of families with 2- to 3-year-old children but not those of families with children at greatest risk for school failure. Preparation of this manuscript was supported by a grant (#411-02-506) from the Netherlands Organization for Scientific Research (NWO) to Adriana G. Bus.
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This literature review provides an overview of research into technology and literacy for children aged 0—8 in educational settings from 2003—2009. The article begins by exploring the different assumptions about the role of digital texts that underpin the studies considered, identifying three loose categories of studies which position technology as: deliverer of literacy; site for interaction around texts; and medium for meaning-making. Following this, aspects of actor-network theory (Latour, 2005) are used to consider other ways that technology and children may be ‘acting upon’ literacy in educational settings through recontexualizing meanings from other domains. The article concludes by arguing that there is a need for more extensive exploratory research in this field, which considers how digital practices within educational settings relate to other dimensions of children’s literacy learning, in order to better understand how new technologies are and could be contributing to children’s literacy within educational settings. It suggests that actor-network theory may offer a way of conceptualizing young children’s engagement with digital texts in new ways.
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ABSTRACTS We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral‐language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written‐language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten ( n = 110) and Grade 1 ( n = 47). Hierarchical regression analyses that controlled for parents' print exposure and children's age and analytic intelligence showed that storybook exposure explained statistically significant unique variance in children's oral‐language skills but not in their written‐language skills. In contrast, parent teaching explained statistically significant unique variance in children's written‐language skills but not in their oral‐language skills. These findings are consistent with the hypothesis that storybook exposure may enhance children's oral‐language skills whereas additional support in the form of teaching may be necessary to enhance written‐language skills. At the end of Grade 1, children's oral and written language performance accounted for 20% of the variance in word reading, but storybook exposure and parent teaching did not account for additional statistically significant unique variance. These findings suggest that the association between early home literacy experiences and later reading skills may be mediated through children's oral‐ and written‐language skills. EXAMINAMOS SI la exposición a libros de cuentos y la cantidad de experiencias de enseñanza de habilidades de lectura y escritura, obtenidas a partir de los informes de padres de clase media, estaban relacionadas con las habilidades de lenguaje oral (vocabulario receptivo, comprensión oral y concienca fonológica) y con las habilidades de lenguaje escrito (conceptos sobre la lectura de libros, conocimiento del alfabeto, lectura de palabras CVC y escrituras inventadas). Participaron del estudio niños de preescolar ( n = 110) y 1er. Grado ( n = 47). Los análisis de regresión jerárquica, controlando la exposisción a la lengua escrita de los padres y, la edad de los niños y la inteligencia analítica, mostraron que la exposición a libros de cuentos explicó una proporción única estadísticamente significativa de la variancia en las habilidades de lenguaje oral pero no en las habilidades de lenguaje escrito. Por el contrario, la enseñanza de los padres explicó una proporción única estadísticamente significativa de la variancia en las habilidades de lenguaje escrito pero no en las habilidades de lenguaje oral. Estos hallazgos son consistentes con la hipótesis de que la exposición a libros de cuentos puede mejorar las habilidades de lenguaje oral de los niños, en tanto que puede ser necesario un apoyo adicional en la forma de enseñar para mejorar las habilidades de lenguaje escrito. A fines de 1er. Grado, el desempeño oral y escrito de los niños dió cuenta del 20% de la variancia en lectura de palabras, pero la exposición a libros de cuentos y la enseñanza de los padres no explicó una proporción adicional estadísticamente significativa de la variancia. Estos hallazgos sugieren que la asociación entre las experiencias de alfabetización tempranas en el hogar y las habilidades de lectura posteriores pueden estar mediadas por las habilidades de lenguaje oral y escrito de los niños. UNTERSUCHTEN, ob der Einfluß von Geschichten und die Unterrichtsanzahl beim Vermitteln von Lese‐ und Schreibfertigkeiten, wie von Eltern der Mittelschicht berichtet, in einer Beziehung mit den mündlichen Sprachfertigkeiten (rezeptiver Wortschatz, Hörverständnis und phonemische Aufnahmefähigkeit) standen, und verglichen sprachliche Schreibfertigkeiten (Konzepte zum Buchlesen, Kenntnis des Alphabets, Lesen von CVC [Consonant‐Vowel‐Consonant bzw. Konsonant‐Vokal‐Konsonant] Worten und ersonnenes Buchstabieren) von Kindern im Kindergarten ( n = 110) und in der 1. Klasse ( n = 47). Hierarchische Regressionsanalysen zur kontrollierten Bemessung des elterlichen Aufwands an Druckmaterial, dem Alter der Kinder und deren analytischer Intelligenz zeigten, daß der Bucheinfluß von Geschichten statistisch eine deutliche, ausgeprägte Abweichung bei der Bemessung der mündlichen Sprachfähigkeiten bei diesen Kindern aufweist, jedoch nicht bei deren Schreibfähigkeiten. Im Widerspruch dazu ergab elterlicher Unterricht statistisch wesentliche Abweichungen bei den Schreibfertigkeiten der Kinder, jedoch nicht bei deren mündlichen Sprachfähigkeiten. Diese Erkenntnisse befinden sich im Einklang mit der Hypothese, daß das Anbieten bzw. Lesen von Geschichten aus Büchern mündliche Sprachfertigkeiten steigern kann, wobei zusätzliche Unterstützung in Form von Unterricht nötig werden könnte, um schriftliche Sprachfähigkeiten zu fördern. Mit Abschluß der 1. Klasse betrug die Veränderung in der mündlichen und schriftlichen Sprachleistung 20% beim Lesen von Worten, jedoch konnte die Heranführung an Geschichten aus Büchern und der elterliche Unterricht statistisch nicht mehr als besonders herausragende Abweichung nachgewiesen werden. Diese Befunde lassen vermuten, daß die Verbindung zwischen frühzeitigen Sprachausbildungserfahrungen zu Hause und späteren Leseleistungen durch erworbene mündliche und schriftliche Sprachfertigkeiten der Kinder vermittelt wird. NOUS AVONS examiné si l'exposition à la lecture de livres de jeunesse et la place faite à l'enseignement de la lecture et de l'écriture, tels que rapportés par des parents de classe moyenne, sont liés aux compétences en langue parlée (vocabulaire passif, compréhension du discours, et conscience phonémique) et écrite (représentation de la lecture de livres, connaissance de l'alphabet, lecture de mots CVC, et écriture inventée) chez des enfants de maternelle ( n =110) et de première année ( n = 47). Des analyses de régression hiérarchique contrôlant l'exposition à l'écrit par les parents, l'âge de l'enfant et l'intelligence analytique ont montré que l'exposition à la lecture de livres de jeunesse rend compte d'une variation statistiquement significative des compétences en langue parlée des enfants, mais pas de leurs compétences en langue écrite. Par contre, l'enseignement effectué par les parents rend compte d'une variation statistiquement significative des compétences en langue écrite des enfants, mais non de leurs compétences en langue parlée. Ces résultats sont en harmonie avec l'hypothèse que l'exposition à la lecture de livres de jeunesse permet d'améliorer les compétences des enfants en langue parlée, tandis qu'un apport supplémentaire sous forme d'enseignement peut s'avérer nécessaire pour améliorer leurs compétences en langue écrite. En fin de première année, la connaissance qu'ont les enfants du langage oral et écrit rend compte de 20% de la variance en lecture de livres, alors que l'exposition à la lecture de livres de jeunesse et l'enseignement effectué par les parents n'apportent pas de contribution supplémentaire à la variance. Ces résultats suggèrent qu'il est possible que l'association entre les expériences initiales de lecture‐écriture à la maison et les compétences ultérieures en lecture‐écriture soient médiatisées par les compétences des enfants en langue orale et écrite.
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The purpose of the present study was to investigate the effect of activity with an educational electronic book (e-book), as compared with adult reading of the printed version of the same book, on the vocabulary, phonological awareness as well as concept about print of preschool children at risk for learning disabilities. The study involved the participation of 110 children aged 5–7. All participants were identified as having developmental delays placing them at risk for learning disabilities. The sample was randomly assigned to three groups: activity with the e-book, listening to the book’s printed version read by an adult (reading-as-usual) and a control group. The findings indicated that the children exposed to the e-book displayed significantly higher emergent literacy improvement (vocabulary and phonological awareness) when compared with the children who participated in the other two groups. These findings and their implications are discussed.
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ABSTRACTS A counterbalanced, within‐subjects design was carried out to study the efficacy of electronic books in fostering kindergarten children's emergent story understanding. The study compared effects of children's independent reading of stories electronically with effects of printed books read aloud by adults. Participants were 18 four‐ to five‐year‐old Dutch kindergarten children in the initial stages of developing story comprehension but beyond just responding to pictures. Electronic reading produced experiences and effects similar to adult‐read printed books. Children frequently interacted with the animations often embedded in electronic stories, but there was no evidence that the animations distracted children from listening to the text presented by electronic books, nor that the animations interfered with story understanding. Findings suggested that children at this stage of development profited from electronic books at least when electronic books are read in a context where adults also read books to children. Se Elaboró un diseño balanceado intra‐sujetos para estudiar la eficacia de los libros electrónicos en la promoción de la comprensión emergente de cuentos en niños de nivel inicial. El estudio comparó los efectos sobre los niños de la lectura electrónica independiente con la lectura oral de libros impresos hecha por adultos. Participaron 18 niños daneses de nivel inicial de cuatro a cinco años que se hallaban en las primeras fases de desarrollo de la comprensión de cuentos, apenas superada la etapa de responder sólo a las imágenes. La lectura electrónica produjo experiencias y efectos similares a los libros impresos leidos por adultos. Los niños interactuaron frecuentemente con las animaciones que acompañan a menudo los cuentos electrónicos, pero no se observó evidencia de que las animaciones distrajeran a los niños de escuchar el texto presentado en los libros electrónicos, ni tampoco de que las animaciones interfirieran con la comprensión de los cuentos. Los hallazgos sugieren que los niños en esta fase del desarrollo aprovechan los libros electrónicos, al menos cuando dichos libros se leen en un contexto en el que los adultos también leen cuentos a los niños. Es wurde ein ausgewogenes Design innerhalb der Themen ausgeführt, um die Eindrücke von elektronischen Büchern zur Förderung des emporkommenden Verständnisses der Kinder von Erzählungen im Kindergarten zu untersuchen. Die Studie verglich Eindrücke der Kinder beim selbständigen elektronischen Lesen von Erzählungen mit Eindrücken beim lauten Vorlesen von Erwachsenen aus gedruckten Büchern. Die Teilnehmer bestanden aus 18 vier‐ bis fünfjährigen holländischen Kindern im Kindergarten in den Anfangsstufen der Entwicklung des Erzählungsverständnisses, jedoch fortgeschrittener als bloßes Reagieren auf Bilder. Elektronisches Lesen bewirkte Erfahrungen und Effekte ähnlich den durch Erwachsenen gelesenen gedruckten Büchern. Die Kinder gingen häufig gegenseitig auf die in den elektronischen Erzählungen eingebetteten Animationen ein, jedoch gab es keinen Beweis dafür, dass die Animationen Kinder vom Zuhören der von den elektronischen Büchern vermittelten Texte ablenkten, noch dass die Animationen das Erzählungsverständnis beeinträchtigten. Die Erkenntnisse legten nahe, dass Kinder in diesem Entwicklungsstadium von elektronischen Büchern profitierten, zumindest wenn elektronische Bücher in einem Kontext gelesen werden, wo Erwachsene ebenfalls den Kindern aus Büchern vorlesen. Un plan expérimental contrebalancé intra‐sujets a été construit pour étudier l'efficacité des livres électroniques sur l'amélioration des débuts de la compréhension d'histoires chez des enfants de maternelle. L'étude compare les effets de la lecture autonome d'histoires par des enfants aux effets produits par la lecture de livres lus à haute voix par des adultes. Les participants étaient 18 enfants hollandais de maternelle âgés de quatre à cinq ans, au moment où ils commencent à comprendre une histoire, juste après celui où ils se contentent de réagir à des images. La lecture électronique produit des expériences et des effets semblables à ceux de livres lus par des adultes. Les enfants interagissent fréquemment avec les animations qui sont souvent inclues dans les livres électroniques, mais rien n'indique que ces animations aient distrait les enfants de l'écoute du texte que présentent les livres électroniques, ni qu'elles aient interféré avec la compréhension de l'histoire. Les résultats indiquent que les enfants à ce niveau de développement tirent avantage des livres électroniques, au moins quand ils sont lus dans un contexte où les adultes lisent également des livres aux enfants.
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We experimentally assessed a 1-month, home-based intervention, designed to optimize parental reading of picture books to young children. Parents in the experimental group received instructions to increase their rates of open-ended questions, function/attribute questions, and expansions; to respond appropriately to children's attempts to answer these questions; and to decrease their frequency of straight reading and questions that could be answered by pointing. Control-group parents were instructed to read in their customary fashion. All families audiotaped their reading sessions at home. Analysis of these tapes demonstrated that the experimental group scored significantly higher than children in the control group on standardized posttests of expressive language ability. On the basis of analysis of audiotapes, children in the experimental group also had a higher mean length of utterance (MLU), a higher frequency of phrases, and a lower frequency of single words. Follow-up 9 months after the completion of treatment disclosed continued, although statistically diminished, differences between the two groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Electronic books have become quite common in the early school years. The types of stories include instructional materials for packaged reading programs, traditional tales, well known classic and contemporary children's literature and recently authored digital narratives. Some of the latter deploy hypertext and multimodal resources in ways that facilitate innovative construction of point of view and metafictional elements, to engage readers in active, reflexive reading in ways not possible in conventional books. The range of CD stories reflect reading practices from those most closely aligned with reading conventional books to those associated with new digital narratives. Current research and classroom practice seems to be largely positioned at the conventional literacies end of the continuum. This paper proposes rethinking that position and the relationship between research and practice in the classroom use of CD narratives.
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In a laboratory study, we investigated the kinds of print-related knowledge that emergent readers must possess in order to learn to point to the words of a text as they recited it from memory (fingerpoint-reading) and to remember information about the print from this activity. Children whose ages ranged from 4.5 to 6 years completed several tests of reading skill. Then they practiced fingerpoint-reading a simple text they had memorized. We assessed the impact of this practice on their reading capabilities with the text. Regression analyses revealed that different types of print knowledge facilitated different aspects of fingerpoint-reading. Knowing how to read a few preprimer words was important for learning to read new words in the text. Phonemic segmentation was important for learning to point to printed words at the same time as they were spoken, and for remembering how to read individual words in text. Letter knowledge was important for noticing that letters in the text had been altered, and for locating words in text. These results help to unravel the complex relationships between various knowledge sources as they are used by beginning readers to process written text in a focused word-by-word manner. /// [French] Dans une recherche en laboratoire, nous avons étudié les types de connaissances reliées à l'écrit que les apprentis-lecteurs doivent posséder pour apprendre à pointer du doigt en lisant des mots d'un texte qu'ils ont au préalable mémorisés et pour se souvenir de l'information sur l'écrit acquise à travers cette activité. Des enfants âgés entre 4.5 et 6 ans ont complété différents tests d'habiletés en lecture. Par la suite ils se sont entraînés à suivre du doigt en lisant un texte qu'ils avaient mémorisé au préalable. Nous avons alors évaluer l'impact de cette activité sur leurs habiletés à lire le texte. Des analyses de régression montrèrent que différents types de connaissances sur l'écrit facilitaient différents aspects de la capacité de suivre du doigt en lisant. Savoir lire certains mots appris auparavant est apparu important pour apprendre à lire des mots nouveaux dans le texte. La segmentation phonétique est apparue importante pour pouvoir suivre les mots en même temps qu'ils étaient prononcés à l'oral et pour se souvenir comment prononcer certains mots du texte. La connaissance des lettres était importante pour être capable de remarquer que certaines lettres avaient changé de caligraphie dans le texte et pour repérer des mots dans le texte. Ces résultats aident à dénouer les relations complexes qui existent entre différents types de connaissances telles qu'elles sont mises en application par les lecteurs débutants dans une tâche contrôlée de lecture de texte. /// [Spanish] En un estudio de laboratorio, investigamos los tipos de conocimiento relacionado con la letra impresa que los lectores incipientes necesitan poseer para aprender a señalar las palabras en un texto conforme lo recitan de memoria (lectura señalando con el dedo) y a recordar información acerca de la palabra impresa de esta actividad. Los niños, cuyas edades variaban de 4.5 a 6 años de edad, completaron varias pruebas de habilidad de lectura. Después practicaron lectura señalando con el dedo en un texto simple que habían memorizado. Valoramos el impacto de esta práctica en sus capacidades de lectura con el texto. Los análisis de regresión revelaron que diferentes tipos de conocimiento de la palabra impresa facilitaban diferentes aspectos de la lectura señalando con el dedo. El saber cómo leer unas pocas palabras sencillas era importante para aprender a leer nuevas palabras del texto. La segmentación fonémica fue importante para aprender a señalar las palabras impresas al mismo tiempo que estas eran pronunciadas, y para recordar cómo leer palabras sueltas en el texto. El conocimiento de las letras fue importante para notar que las letras en el texto habían sido alteradas y para localizar palabras en el texto. Estos resultados ayudan a desenredar las complejas relaciones que existen entre varias fuentes de conocimiento y cómo son usadas por los lectores principiantes para procesar texto escrito