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A Critical Examination of Feedback in Early Reading Games

Conference paper
Authors Laura Benton
Asimina Vasalou
Kay Berkling
Wolmet Barendregt
Manolis Mavrikis
Published in Proceedings of CHI 2018
Publisher ACM
Publication year 2018
Published at Department of Applied Information Technology (GU)
Language en
Keywords Feedback; learning games; children; reading.
Subject categories Educational Sciences, Human Computer Interaction


Learning games now play a role in both formal and informal learning, including foundational skills such as literacy. While feedback is recognised as a key pedagogical dimension of these games, particularly in early learning, there has been no research on how commercial games available to schools and parents reify learning theory into feedback. Using a systematic content analysis, we examine how evidence-based feedback principles manifest in five widely-used learning games designed to foster young children’s reading skills. Our findings highlight strengths in how games deliver feedback when players succeed. Many of the games, however, were inconsistent and not proactive when providing error feedback, often promoting trial and error strategies. Furthermore, there was a lack of support for learning game mechanics and a preference for task-oriented rewards less deeply embedded in the gameplay. Our research provides a design and research agenda for the inclusion of feedback in early learning games.

Page Manager: Webmaster|Last update: 9/11/2012

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