Computer-Assisted Reading and Spelling Intervention with Graphogame Fluent Portuguese

Carvalhais, Lénia; Richardson, Ulla; Castro, São Luís

doi:10.1007/978-3-319-77712-2_140

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…This could allow teachers to integrate GG learning across activities. In contrast, in Carvalhais, Richardson, and Castro (2018) and Kyle et al (2013), the students played in a different room, thus the learning within the game likely remained relatively isolated from the classroom curriculum. However, in addition to technology support, an adult provided encouragement and motivational support.…”

Section: Adult Interaction and Reading Outcomesmentioning

confidence: 99%

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue

Solheim

Zimmer

et al. 2019

Reading Research Quarterly

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A B S T R A C TOverall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame (GG), an adaptive serious game designed to prevent reading difficulties through the promotion of soundsymbol connections, has been implemented in over 20 countries. Therefore, the GG research base provides an opportunity to synthesize research on a single computer-assisted instruction across diverse contexts. Surprisingly, despite extensive use and further implementation plans, no review has yet synthesized GG's effects. Specifically, this systematic literature review, with an embedded meta-analysis, synthesized 28 empirical studies for theory, methodological quality, and outcomes. The GG research base was dominated by theories of reading disabilities and psycholinguistics. Methodologically, quantitative methods, focusing on phonological and decoding outcome measures only, were most common. The meta-analysis (n = 19), measuring GG's impact on word-reading outcomes, did not yield an overall meaningful effect size (g = −0.02). However, among moderators (language complexity, duration of intervention, and adult interaction), adult interaction was significant, favoring implementation contexts with high levels of adult interaction. Specifically, studies with high adult interaction produced an average positive effect size (g = 0.48), which suggests implications for classroom use. Regarding future research, the authors recommend stronger clarity of theory, attention to learning context, and a more purposeful collection of process data, which can be obtained through greater plurality of methodology. D espite great potential, the effect of educational technology on classroom learning has overpromised, both in general (

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Section: Adult Interaction and Reading Outcomesmentioning

confidence: 99%