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; Gooch Daniel

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

机译：患有阅读障碍的儿童的基于数字游戏的学习：团体游戏过程中参与和学习的社会建构主义视角

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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. (C) 2017 Elsevier Ltd. All rights reserved.

机译：以过程为导向的社会建构主义者的视角，我们研究了一个名为“单词问题”的数字游戏的案例。该游戏是为阅读障碍儿童设计的，并从休闲游戏的原理和特殊教育的循证实践中获悉。针对两组儿童的游戏玩法，我们采用系统的主题分析方法，将儿童的言语和非言语互动视频与他们的游戏日志进行了三角关系，重点研究了学生与学生之间的互动以及学生与老师之间的社交互动。我们的发现表明，孩子们自发地参与有关游戏性能，内容，行为和体验的“游戏谈话”。虽然这场游戏对话有助于增强人们的社交参与度和娱乐性，但它也通过激发导师和学生发起的干预措施，迎合了各种新的学习机会。除基于数字游戏学习的社会理论视角外，本文还分析了基于游戏的社交互动以及游戏设计决策，从而为教学实践和游戏设计带来了更多启示。（C）2017 Elsevier Ltd.保留所有权利。

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来源
《Computers & education》 |2017年第11期|175-192|共18页
作者
Vasalou Asimina; Khaled Rilla; Holmes Wayne; Gooch Daniel;
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作者单位

UCL Inst Educ, UCL Knowledge Lab, London, England;

Concordia Univ, Montreal, PQ, Canada;

Open Univ, Inst Educ Technol, Milton Keynes, Bucks, England;

Open Univ, Dept Comp & Commun, Milton Keynes, Bucks, England;

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原文格式 PDF
正文语种 eng
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关键词
Social interaction; Game design; Digital games-based learning; Dyslexia; engagement;

机译：社交互动;游戏设计;基于数字游戏的学习;阅读障碍;参与度;

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机译：超越技术：数字文化时代的儿童学习-白金汉（D. Buckingham）和对数字时代的教育学的反思。 H. Beetham和R. Sharpe编辑的《设计和交付电子学习》和R. Andrews和C. Haythornwaite与全球化，终身学习和学习协会编辑的Sage Handbook of E-learning Research。社会学观点-P. Jarvis
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机译：社会，建构主义和非正式学习过程：在Edge上一起设计基于数字游戏的学习环境
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机译：与儿童一起进行的教与学：通过社交机器人进行的同伴相互学习对儿童的学习和情绪参与的影响
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机译：基于数字游戏的儿童学习
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机译：数字游戏玩法和社会考虑因素对认知质量，环境压力和学习成果的生态影响：探索替代性学习和设计框架
6. It’s Embedded in What We Do for Every Child: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning [O] . Claire Blewitt, Amanda O’Connor, Heather Morris, 2021

机译：它嵌入了我们为每个孩子所做的：对幼儿教育员工的定性探索支持儿童社会和情感学习
7. Teacher's and students' perspectives on on-line learning in a social constructivist learning environment [O] . Dorit Maor 2003

机译：教师和学生对社会建构主义学习环境中的在线学习的观点

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

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