Research in developmental disabilities · 2023
Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research.
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Rodríguez-Ferrer José M, Manzano-León Ana, Aguilar-Parra José Manuel, Cangas Adolfo
Аннотация
BACKGROUND: Gamification and game-based learning can provide motivating learning opportunities. The scientific literature suggests that these play strategies could be supportive tools for the learning of students with diagnosed dyslexia.
AIMS: This study compares the effectiveness of an educational gamification and game-based learning (GBL) methodology versus a transmissive methodology for the improvement of reading processes and academic performance in the subject of Spanish Language and Literature in Spanish high school students with dyslexia.
METHODS AND PROCEDURES: Longitudinal quasi-experimental research was conducted with control and experimental groups. Ninety students with a mean age of 14.22 years (SD = 0.95) participated in the study. The assessment instruments used were the PROLEC-SE reading process assessment battery and academic performance through subject grades. The intervention with the experimental group consisted of gamification and GBL of 15 one-hour sessions in which students' oral and written skills were worked with playful learning strategies.
OUTCOMES AND RESULTS: The results indicate that the experimental group had statistically significant improvement in their reading skills (η2g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η2g = 0.197).
CONCLUSION AND IMPLICATIONS: The study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.
AIMS: This study compares the effectiveness of an educational gamification and game-based learning (GBL) methodology versus a transmissive methodology for the improvement of reading processes and academic performance in the subject of Spanish Language and Literature in Spanish high school students with dyslexia.
METHODS AND PROCEDURES: Longitudinal quasi-experimental research was conducted with control and experimental groups. Ninety students with a mean age of 14.22 years (SD = 0.95) participated in the study. The assessment instruments used were the PROLEC-SE reading process assessment battery and academic performance through subject grades. The intervention with the experimental group consisted of gamification and GBL of 15 one-hour sessions in which students' oral and written skills were worked with playful learning strategies.
OUTCOMES AND RESULTS: The results indicate that the experimental group had statistically significant improvement in their reading skills (η2g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η2g = 0.197).
CONCLUSION AND IMPLICATIONS: The study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.