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


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

Vasalou, Asimina, Khaled, Rilla, Holmes, Wayne and Gooch, Daniel (2017) Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education . ISSN 03601315 (In Press)

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Official URL: http://dx.doi.org/10.1016/j.compedu.2017.06.009


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.

Divisions:Concordia University > Faculty of Fine Arts > Design and Computation Arts
Item Type:Article
Authors:Vasalou, Asimina and Khaled, Rilla and Holmes, Wayne and Gooch, Daniel
Journal or Publication:Computers & Education
Date:13 June 2017
Digital Object Identifier (DOI):10.1016/j.compedu.2017.06.009
Keywords:Social interaction; Game design; Digital games-based learning; Dyslexia; engagement
ID Code:982649
Deposited By: Danielle Dennie
Deposited On:28 Jun 2017 19:39
Last Modified:01 Jun 2018 00:00


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