Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research.

Autor: Rodríguez-Ferrer JM; Health Research Centre, Department of Psychology, University of Almería, Almería, Spain; Universidad Isabel I, www.ui1.es, España., Manzano-León A; Health Research Centre, Department of Psychology, University of Almería, Almería, Spain. Electronic address: aml570@ual.es., Aguilar-Parra JM; Health Research Centre, Department of Psychology, University of Almería, Almería, Spain., Cangas A; Health Research Centre, Department of Psychology, University of Almería, Almería, Spain.
Jazyk: angličtina
Zdroj: Research in developmental disabilities [Res Dev Disabil] 2023 Oct; Vol. 141, pp. 104603. Date of Electronic Publication: 2023 Sep 21.
DOI: 10.1016/j.ridd.2023.104603
Abstrakt: 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 (η 2 g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η 2 g = 0.197).
Conclusion and Implications: The study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.
(Copyright © 2023 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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