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Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play
ARTICLE

, UCL Knowledge Lab, United Kingdom ; , Concordia University, Canada ; , Institute of Educational Technology, United Kingdom ; , Department of Computing and Communications, United Kingdom

Computers & Education Volume 114, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles from casual games and evidence-based practice from special education. Focusing on the game play of two groups of children, we employ a systematic thematic analytic approach on videos of children's verbal and non-verbal interaction triangulated with their game logs, concentrating on the nature of student-student as well as student-tutor social interactions. Our findings show that children spontaneously engage in ‘game talk’ regarding game performance, content, actions and experiences. While this game talk facilitates a strong sense of social engagement and playfulness, it also caters to a variety of new opportunities for learning by sparking tutor and student-initiated interventions. Alongside its social theoretical lens on digital games-based learning, the paper analyses game-based social interactions in tandem with game design decisions enabling additional implications to be drawn for pedagogical practice and game design.

Citation

Vasalou, A., Khaled, R., Holmes, W. & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114(1), 175-192. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2017.06.009

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