A Digital Early Spelling Game: The Role of Auditory and Visual Support

Elimelech, Adi; Aram, Dorit

doi:10.1177/2332858419857702

Cited by 8 publications

(5 citation statements)

References 64 publications

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“…Digital media convey textual, auditory and visual information and Paivio (2014) posits that processing auditory and visual information enables high order learning as it supports processing of verbal and non-verbal information. Similarly, Elimelech and Aram (2019) have concluded that digital literacy games can improve and enhance young children's literacy at kindergarten. Empirical evidence from their study also revealed that an experimental group that used auditory and visual media scored higher on spellings compared to control group which had access to print.…”

Section: Literature Reviewmentioning

confidence: 99%

Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic

Maphosa

Dube

2021

CONT ED TECHNOLOGY

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The outbreak of the coronavirus disease (COVID-19) has caused unprecedented global socio-economic disruptions. One of the areas negatively impacted is the education system. The country's over reliance on traditional face-to-face teaching has brought about serious challenges to policymakers who have to decide how learning would proceed in the absence of physical contact between the teacher and the learner. This has been exacerbated by the general lack of access to textbooks and other teaching and learning materials which makes it difficult for parents to assist with home schooling. The potential use of mobile apps to support and enhance early childhood learning has received little attention in developing countries such as Zimbabwe, yet its impact in supporting early childhood education would be enormous during and post the COVID-19 pandemic. The study seeks to develop a numeracy-based app prototype that uses a local language (IsiNdebele) in a classroom or home-based schooling in response to the COVID-19 pandemic or other natural disasters or man-made situations that may make face-to-face interaction impossible. The analysis showed that kindergarten teachers had positive opinion towards the app as they perceived the prototype to be useful, easy to use, simple and that learners would be eager to use it. The results of this study can inform policymakers and educators on optimising technology based early teaching and learning at school and home.

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Section: Literature Reviewmentioning

confidence: 99%

Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic

Maphosa

Dube

2021

CONT ED TECHNOLOGY

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“…The different tests reveal that the evolution in the phonological awareness of the children who have participated in these experimental groups is not due only to the use of the computer, but also to the application of specific games and software aimed at improving their PA, with the accompaniment of a teacher for a specific period: 1 month (Elimelech & Aram, 2019), 3 months (Bus & Kegel, 2012), 5 months (Luna et al, 2018), 1 year (Guindera & Gil, 2017). According to the results given in these articles, specialists note significant differences in the level of learning that children achieve through this type of game, assisted by a teacher, while the evolution with the use of other technologies such as digital books (Elimelech & Aram, 2019) has been non-existent. Here, it is important to highlight that there is not enough certainty about the proper time to carry out an effective intervention.…”

Section: Discussionmentioning

confidence: 99%

“…Based on our findings, we can affirm that more studies are needed to get a better perspective on the relationship between the pedagogical use of ICT and the development of phonological awareness and its different levels. Thus, in the same vein, it is important to explore the uses of technology and how it can facilitate early literacy instruction and development (Elimelech & Aram, 2019). Following these ideas, the main purpose of this theoretical review goes beyond establishing the state of the art; what is sought is to determine the strengths and weaknesses of the few researches that have been conducted so far and to understand what the prospects are for expanding this field of knowledge.…”

Section: Introductionmentioning

confidence: 99%

ICT in the development of phonological awareness: A critical literature review

Martinez-Figueira,

Borda-Valderrama,

Montes-Betancourt

et al. 2023

DER

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The phonics dimension is essential for early literacy development and is a fundamental aspect of cognitive expansion. For this reason, phonological awareness has become a topic of great importance in education due to its significant impact on the development of reading and writing, basic learning skills. This study offers a theoretical review of a corpus of recent studies that reveal the contribution of technological resources to the development of phonological awareness in pre-school, with the intention of pointing out trends and research possibilities in this field. From a sample of 137 articles published in the last 15 years, and after a critical and systemic analysis carried out in different phases, 22 articles have been selected whose content focuses on pre-school and first year primary school children, in which ICT has been applied. The holistic analysis demonstrates the positive effect of these technologies on the development of phonological awareness. It is concluded that there is a direct relationship between phonological awareness and literacy in pre-school education, as well as the need for more rigorous research to obtain more precise results.

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“…Various studies have also shown that multimedia interactions, especially pictures with text, have been powerful in improving spelling performance and rates of vocabulary acquisition [45,60,73,68,20]. Vocabulary size is known to have valuable contributions towards better reading comprehension [16,1].…”

Section: Literacy Research Backgroundmentioning

confidence: 99%

Spelling their pictures

Makini

Oguntola

Roy

2020

Proceedings of the Interaction Design and Children Conference

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Children as authors and creators need to be supported at all stages of literacy development. This paper presents Picture-Blocks (PB)-a constructionist mobile app that allows children (ages 5-9) to create personally meaningful digital pictures while exploring spelling and vocabulary concepts in an openended manner. In PB, children can spell any number of picture objects (sprites) into existence, that they can use to make a picture composition and share with friends. PB also suggests semantically similar sprites, allowing children to explore related objects and discover new words. We evaluated the app by running an exploratory pilot with 14 children over a two weeks in-the-wild deployment. Qualitative and quantitative examples suggest that our design of the visual scaffolding interactions facilitated (i) high engagement and a sense of authorship via created pictures, (ii) instances of spelling corrections and vocabulary explorations (iii) digitally mediated social interaction and remixing. We present our findings of children's interactions and creations, while discussing implications for designers and developers of literacy technologies.

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A Digital Early Spelling Game: The Role of Auditory and Visual Support

Cited by 8 publications

References 64 publications

Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic

Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic

ICT in the development of phonological awareness: A critical literature review

Spelling their pictures

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