A digital game-based training improves spelling in German primary school children – A randomized controlled field trial

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2023-10-01 DOI:10.1016/j.learninstruc.2023.101771

Heiko Holz , Manuel Ninaus , Jakob Schwerter , Cora Parrisius , Benedikt Beuttler , Katharina Brandelik , Detmar Meurers

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引用次数: 1

Abstract

Despite its potential to support reading and spelling development in children with or without dyslexia, research on the effectiveness of digital trainings carried out at home is scarce. This study investigated the effectiveness of a novel digital game-based spelling training for unassisted use at home (Prosodiya). The pedagogical approach differs from similar approaches as it systematically teaches orthographic knowledge in combination with syllable stress awareness. A sample of 116 German second- to fourth-grade children with mainly poor spelling skills participated in a randomized two-period, wait-list controlled field trial, in which children practiced at home over 9–10 weeks with Prosodiya. Results showed high participant engagement, as indicated by behavioral measures of student responsiveness, and they validate our novel pedagogical approach. Most importantly, results revealed significant training effects on syllable stress awareness and spelling abilities in trained and untrained domains. This training may thus expand the traditional pool of training methods.

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一项基于数字游戏的训练提高了德国小学生的拼写能力——一项随机对照实地试验

尽管它有可能支持有或没有阅读障碍的儿童的阅读和拼写发展，但关于在家进行数字训练的有效性的研究很少。本研究调查了一种新颖的数字游戏为基础的拼写训练的有效性，在家中使用无辅助(Prosodiya)。教学方法不同于类似的方法，因为它系统地教授正字法知识，结合音节重音意识。116名拼写能力较差的德国二年级至四年级儿童参加了一项随机的、有候补名单的实地试验。在这项试验中，孩子们在家中使用Prosodiya进行了9-10周的练习。结果显示，学生反应性的行为测量表明，参与者的参与度很高，这证实了我们的新教学方法。最重要的是，结果显示训练对音节重音意识和拼写能力有显著的影响。因此，这种培训可能扩大传统培训方法的范围。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.