The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes

Magalhães, Caroline Greiner de; Siegelman, Noam; Mahaffy, Kelly; Bunt, Mark van den; Kearns, Devin M.; Landi, Nicole; Sabatini, John; Pugh, Kenneth R.; Hoeft, Fumiko

doi:10.3389/fpsyg.2022.1001555

Cited by 3 publications

(1 citation statement)

References 57 publications

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“…Meanwhile, digital literacy has become a significant driver in the choice of academic resources in blended language learning (Díaz et al, 2020). A learner may be pushed away due to the challenges during metaverse-based learning (Richter et al, 2022). With this in mind, we proposed alternative research questions.…”

Section: Digital Literacymentioning

confidence: 99%

A systematic review on the metaverse-based blended English learning

2023

Front. Psychol.

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Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.

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Section: Digital Literacymentioning

confidence: 99%

A systematic review on the metaverse-based blended English learning

2023

Front. Psychol.

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Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

Bora,

Patel,

Psyridou

et al. 2024

Read Writ

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Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 min thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 min every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral-and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04 − .29). Overall, the study indicated the potential in the integrated approach and thus the need for more research on the effects of integrating classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

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Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review

Zuniga‐Montanez,

Davies,

Ligoxygakis

et al. 2024

Child Psychology Psychiatry

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A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.

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The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes

Cited by 3 publications

References 57 publications

A systematic review on the metaverse-based blended English learning

A systematic review on the metaverse-based blended English learning

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

Annual Research Review: How did COVID‐19 affect young children's language environment and language development? A scoping review

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