Effectiveness of a Digital Serious Game in Improving Reading Comprehension and Academic Performance
DOI:
https://doi.org/10.24310/isl.vi17.14325Keywords:
Comprehension, Reading, ICT, Educational Software, Educational InnovationAbstract
The Spanish school-age population has improved significantly in reading acquisition compared to European partners (PIRLS, 2016), however, it is necessary to implement complementary strategies to work in the classroom that allow reinforcing reading comprehension and increase the level reached by the students. In a social and educational context such as the current one, where ICT strategies take on an undeniable role and stand as an appropriate option to increase performance and motivation, it is worth considering reinforcing those skills that are most lacking in our educational system using quality technological resources. The objective of this study was to verify the improvement of students' reading comprehension and favor an increase in academic performance through training with the Leobien educational digital platform. Their selection is justified by their high degree of compliance with the quality standards previously set. The intervention has been developed during 50 sessions in a sample of 153 Primary Education students. To measure the impact of the intervention, an initial and final evaluation of the acquisition of reading comprehension provided by the program itself was carried out, as well as the registration of academic qualifications. The results show an increase in the sub-subjects of reading comprehension evaluated through the platform, as well as an improvement in academic qualifications, especially in English, Mathematics and Spanish Language and Literature. The number of sessions and the strategy of use provide concrete guidelines for success for schools.
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Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2019). Game Learning Analytics, Simplificando el Uso de Juegos Serios en la Clase. VAEP-RITA, 7(4), 175–184. https://pubman.e-ucm.es/drafts/e-UCM_draft_353.pdf
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Castillo, N. M., & Wagner, D. A. (2019). Early-grade reading support in rural South Africa: A language-centred technology approach. International Review of Education, 65(3), 389-408. https://doi.org/10.1007/s11159-019-09779-0
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Chu, H. C., & Chang, S. C. (2013). Developing an educational computer game for migratory bird identification based on a two-tier test approach. Educational Technology Research and Development, 62(2), 147–161. https://doi.org/10.1007/s11423-013-9323-4
Contreras, A., & Garcés, L. (2019). Ambientes Virtuales de Aprendizaje: Dificultades de uso en los estudiantes de cuarto grado de Primaria. Prospectiva, 27, 215- 240. https://doi.org/10.25100/prts.v0i27.7273
Del Puerto, L. G., Thoms, C., & Boscarino, E. (2018). Reading comprehension of first year university students. Revista Científica de La UCSA, 5(2), 11–25. https://doi.org/10.18004/ucsa/2409-8752/2018.005(02)011-025
García, R. H. (2019). Estadísticas de Educación en el MEFP. Revista de Estadística y Sociedad, (73), 12-16. https://dialnet.unirioja.es/servlet/articulo?codigo=6898237
García Llorente, H. J. (2015). Multialfabetización en la sociedad del conocimiento: competencias informacionales en el sistema educativo. Revista Lasallista de Investigación, 12(2), 225–241. https://doi.org/10.22507/rli.v12n2a23
Girard, C., Ecalle, J., & Magnan, A. (2012). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207–219. https://doi.org/10.1111/j.1365-2729.2012.00489.x
Guthrie, J.T., Wigfeld, A., You, W. (2012). Instructional contexts for engagement and achievement in reading. New York: Springer.
Hwang, G. J., & Chen, C. H. (2016). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950–971. https://doi.org/10.1111/bjet.12464
Instituto Nacional de Evaluación Educativa. (2017). PIRLS 2016, estudio internacional de progreso en comprensión lectora, informe español. Ministerio de Educación, Cultura y Deporte. https://www.educacionyfp.gob.es/inee/evaluaciones-internacionales/pirls.html
INTEF (2019, Oct 7). Resumen Informe Horizon 2019. https://cutt.ly/HbjTkev
Jiménez, A. M., & Diez, E. (2018). Análisis del contenido de apps y videojuegos: Implicaciones en procesos cognitivos en la lectura inicial. Apertura, 10(1), 71-87. https://doi.org/10.32870/ap.v10n1.1114
Julià, A. (2016). Contexto escolar y desigualdad de género en el rendimiento de comprensión lectora / School Context and Gender Inequalities in Reading Achievement. Revista Española de Investigaciones Sociológicas, 156, 41-58. https://doi.org/10.5477/cis/reis.156.41
Kaman, S., & Ertem, I. S. (2018). The Effect of Digital Texts on Primary Students’ Comprehension, Fluency, and Attitude. Eurasian Journal of Educational Research, 76, 147-164. https://doi.org/10.14689/ejer.2018.76.8
Ke, F., & Abras, T. (2012). Games for engaged learning of middle school children with special learning needs. British Journal of Educational Technology, 44(2), 225–242. https://doi.org/10.1111/j.1467-8535.2012.01326.x
Kieras, D., & Just, M. (2018). New methods in reading comprehension research. Routledge.
Kim, S., Chang, M., Deater-Deckard, K., Evans, M. A., Norton, A., & Samur, Y. (2017). Educational games and students’ game engagement in elementary school classrooms. Journal of Computers in Education, 4(4), 395–418. https://doi.org/10.1007/s40692-017-0095-4
Leandro, S. M., & Yaya, M. C. (2019). Las TIC como didáctica para el mejoramiento de la inferencia lectora. Educación Y Ciencia, 23, 111–125. https://doi.org/10.19053/0120-7105.eyc.2019.23.e10308
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 10 de diciembre de 2013 (295), 97858-97921.
Marchal, F., Sánchez, C., & Martín, A. (2018). Análisis de la competencia lingüística en primaria a través de las TIC. Píxel-Bit. Revista de Medios y Educación, 53, 123- 135. https://doi.org/10.12795/pixelbit.2018.i53.08
Martín Del Pozo, M., García-Valcárcel Muñoz-Repiso, A., & Basilotta Gómez-Pablos, V. (2017). Participación educativa en el desarrollo de serious games sobre bullying y uso seguro de Internet: Caminando se hace el camino. Revista Interuniversitaria de Investigación en Tecnología Educativa, 3. https://doi.org/10.6018/riite/2017/312881
McGeown, S. P., Johnston, R. S., Walker, J., Howatson, K., Stockburn, A., & Dufton, P. (2015). The relationship between young children’s enjoyment of learning to read, reading attitudes, confidence and attainment. Educational Research, 57(4), 389–402. https://doi.org/10.1080/00131881.2015.1091234
Montalvo, J., & Martos, N. (2019). Diseño y evaluación de un nuevo formato digital de lectura de cuentos ilustrados: Correpalabras. Ocnos: Revista de estudios sobre lectura, 18(3), 29-37. https://doi.org/10.18239/ocnos_2019.18.3.2008
Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96-99. https://doi.org/10.1177/10883576070220021001
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2022-06-27
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Sánchez Castro, S., & Pascual Sevillano, M. Ángeles. (2022). Effectiveness of a Digital Serious Game in Improving Reading Comprehension and Academic Performance. Investigaciones Sobre Lectura, 17(1), 40–66. https://doi.org/10.24310/isl.vi17.14325
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