A mobile game as a support tool for children with severe difficulties in reading and spelling

Ronimus, Miia; Eklund, Kenneth; Westerholm, Jari; Ketonen, Ritva; Lyytinen, Heikki

doi:10.1111/jcal.12456

Cited by 25 publications

(15 citation statements)

References 50 publications

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“…These findings align with those of previous longitudinal studies (Pajares and Graham, 1999;Phan, 2012b), in which the level of SE was found to predict later math performance. Similar findings were also made in reading that showed that children with high SE benefit more from skill training than those with low SE (Ronimus et al, 2020). As children with high SE are suggested to put forth more effort and persistence in learning situations and to choose more learning activities (Bandura, 1986(Bandura, , 1997, it is not surprising that they also improved more, as was shown in our study.…”

Section: Differences In the Level And Changes In Se And Calculation Fluency Improvement During Interventionssupporting

confidence: 90%

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

et al. 2021

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This study examined the malleability of math self-efficacy (SE) among children with poor calculation fluency via an intervention that targeted four sources of SE (mastery experiences, vicarious experiences, social persuasions, and emotional and physiological states). The effect of pure strategy training was contrasted with an intervention that integrated strategy training and explicit SE support. Moreover, the changes in SE source experiences and their relation with math SE, as well as the relation between math-SE profiles and calculation fluency development, were examined. In a quasi-experimental design, 60 Finnish children with calculation fluency problems in Grades 2 to 4 participated in strategy training (N = 38) or in an intervention that integrated SE support with strategy training (N = 32) for 12 weeks. The results showed that the explicit SE intervention integrated with strategy training enhanced math SE among children with poor calculation fluency and low SE (effect size, r = 0.61). Changes in mastery experiences and social persuasions were positively associated with changes in math SE among children who received the explicit SE intervention. An initially high math-SE profile and a profile indicating an increase from low to high math SE were related to growth in calculation fluency that approached the children's average age level during the interventions. In conclusion, an integrated approach that combined skill training and SE intervention was especially beneficial for children with poor calculation fluency and low math SE.

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Section: Differences In the Level And Changes In Se And Calculation Fluency Improvement During Interventionssupporting

confidence: 90%

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

et al. 2021

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“…In addition, games, digital games, educational games, and video games, together, are the second most used set of author keywords. It can be inferred from this finding that the term "serious game" has been used in the majority of articles, especially in recent years (Bang et al, 2019;Faria et al, 2019;García-Redondo et al, 2019;Jaramillo-Alcázar et al, 2020;Lievense et al, 2019;Ronimus et al, 2020;Tang et al, 2019). Based on the bibliometric results, disability and rehabilitation are also among the most used author keywords.…”

Section: Discussionmentioning

confidence: 96%

Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Kara

2021

Journal of Computer and Education Research

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The aim of this study was to indicate bibliometric results of articles on the use of serious games to assist people with disabilities and to use content analysis to conduct a methodological review of articles over the last seven years. For the bibliometric analysis, a total of 343 articles from the Web of Science database were included. For the content analysis, a total of 52 articles published between 2014 and 2020 were selected. The bibliometric results showed that serious games, disability, and rehabilitation were the most used author keywords. USA was the most cited country followed by European countries, namely England, Netherlands and Spain. Based on the content analysis results, "education" was the most commonly used field in the articles reviewed in this study. Computer games were the most commonly researched game platform. Intellectual disability was the most common kind of disability investigated. The main contribution of this study is to reveal research trends in the use of serious games to assist people with disabilities by utilizing the diversity of applied analyses.

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“…High level of self-efficacy is revealed to contribute to learners' growth in reading (Capara et al, 2008). Several studies have reported the higher self-efficacy beliefs, the better results in developing reading comprehension (Bağcı, 2019;Barkley, 2006;Cho et al, 2015;Forzani et al, 2021;Hedges & Gable, 2016;McLean & Poulshock, 2018;Peura et al, 2019;Ronimus et al, 2020;Soland & Sandilos, 2020;Tremblay & Gardner, 1995;Unrau et al, 2018). Basically, attitudes towards reading could influence reading self-efficacy of an individual; for instance, individuals who enjoy reading are shown to have higher levels of reading self-efficacy in comparison to the ones not enjoying reading (Burrows, 2012;Carroll & Fox, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Reading Self-Efficacy Scale

Koşar

Akbana

Yakar

2022

International Journal of Assessment Tools in Education

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Reading self-efficacy performs a fundamental role in gaining academic achievement in college education. Review of the related literature unveils that it needs to be enriched by conducting further research on college students' reading self-efficacy. The paucity of investigations into college students' reading selfefficacy could have a connection with the lack of a comprehensive reading selfefficacy scale targeting exclusively measuring it. For this reason, this study aims at developing and validating a reading self-efficacy scale which could be used to measure college students' reading self-efficacy. The data was collected from three distinct groups consisting of a total of 430 students of the departments of English language teaching and English language and literature studying at state universities in Turkey. The findings obtained from exploratory factor analysis revealed that the scale had a unidimensional structure and the ones provided by confirmatory factor analysis confirmed the structure of the scale. The developed and validated 16-item reading self-efficacy scale could prompt the university teachers of reading to undertake studies with an eye to examining their students' reading self-efficacy.

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A mobile game as a support tool for children with severe difficulties in reading and spelling

Cited by 25 publications

References 50 publications

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

Benefits of Integrating an Explicit Self-Efficacy Intervention With Calculation Strategy Training for Low-Performing Elementary Students

Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities

Development and Validation of a Reading Self-Efficacy Scale

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