Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. (November 2017)

• Record Type: Journal Article
• Authors: Vasalou, Asimina; Khaled, Rilla; Holmes, Wayne; Gooch, Daniel
• Is Part Of: Computers & education. Volume 114(2017)
• Page Start: 175
• Page End: 192
• Publication Date: 2017-11
• Subjects: Social interaction -- Game design -- Digital games-based learning -- Dyslexia -- engagement; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2017.06.009
• Languages: English
• ISSNs: 0360-1315

Abstract

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. Highlights: Group game play of drill and practice games is driven by social engagement. Social engagement is expressed through 'game talk'. 'Game talk' can strengthen the self-esteem of children with dyslexia. 'Game talk' can reveal learning processes offering intervention opportunities. A sense of ownership of personalised games can inhibit collaboration.