Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

Berry, Danielle N.; Taylor, Molly L.; Nicolai, Korinthia D.; Koenka, Alison C.; Barnes, Nicole; Oliveira, Luciana C. de; Zumbrunn, Sharon

doi:10.1016/j.learninstruc.2024.102022

Learning and Instruction

2025

DOI: 10.1016/j.learninstruc.2024.102022

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Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

Danielle N. Berry,

Molly L. Taylor,

Korinthia D. Nicolai

et al.

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2025

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Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Holguin-Alvarez,

Cruz-Montero,

Ruiz-Salazar

et al. 2025

CONT ED TECHNOLOGY

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The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG[1] = 47; EG[2] = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.

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Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Holguin-Alvarez,

Cruz-Montero,

Ruiz-Salazar

et al. 2025

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

show abstract

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Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

Cited by 1 publication

References 103 publications

Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

Effects of feedback dynamics and mixed gamification on cognitive underachievement in school

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