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A Critical Examination of Feedback in Early Reading Games

Paper i proceeding
Författare Laura Benton
Asimina Vasalou
Kay Berkling
Wolmet Barendregt
Manolis Mavrikis
Publicerad i Proceedings of CHI 2018
Förlag ACM
Publiceringsår 2018
Publicerad vid Institutionen för tillämpad informationsteknologi (GU)
Språk en
Ämnesord Feedback; learning games; children; reading.
Ämneskategorier Utbildningsvetenskap, Människa-datorinteraktion (interaktionsdesign)

Sammanfattning

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.

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