Littérature scientifique sur le sujet « Gamification learning disorders reading writing motivation »

This study focused on evaluating the application of digital tools with features of gamification, aims to evaluate the efficacy, in terms of motivation, engagement and improvement of crucial life skills, reading and writing abilities. The training involved children who attended the Primary School both with typical development and Special Educational Needs (SEN), in particular Specific Learning Disorders. Statistically significant differences emerged – before and after the training – highlighting improvements in the reading and writing abilities in all groups analysed. There was no statistical effect regarding the mediation of motivation on final learning performances; however, children reported high engagement and fun in the gamified activity. In conclusion, this strategy it can be a useful implementation both in the school and in the clinical environment to improve reading and writing abilities, also in children with SEN. L’uso della gamification per il potenziamento delle abilità di letto-scrittura nella Scuola Primaria. Questo studio ha come obiettivo quello di valutare l’efficacia, in termini di motivazione, coinvolgimento e potenziamento di alcune importanti life skills, quali la letto-scrittura, dell’utilizzo di strumenti digitali con caratteristiche di gamification. La presente ricerca ha coinvolto bambini frequentanti la Scuola Primaria sia a sviluppo tipico che con Bisogni Educativi Speciali (BES), in particolare Disturbi Specifici dell’Apprendimento. Sono emerse differenze statisticamente significative – prima e dopo il training – evidenziando dei miglioramenti nelle abilità di letto-scrittura in tutti i gruppi indagati. Non sono emersi degli effetti significativi di mediazione della motivazione sulle performance finali, ma i bambini hanno riportato un elevato coinvolgimento e gradimento dell’attività gamificata. In conclusione, tale strategia può essere un’utile implementazione all’interno dell’ambito scolastico e clinico per potenziare le abilità di letto-scrittura, anche in bambini con BES.

The primary goal of this paper is to promote the use of gamification as a teaching tool in English language teaching and learning by emphasizing its worth and that gamified lessons can be utilized as a significant didactic tool by teachers to accomplish many learning objectives, including introducing, reviewing, and evaluating didactic topics while simultaneously raising students' motivation, focus, and learning autonomy. This qualitative case study investigated how non-technological gamified lessons enhanced English language learning in a Lithuanian English as a Second Language (ESL) classroom. Non-technology gamification is an understudied area but has the potential to offer valuable insights into English language learning. Qualitative data were collected from interviews and unstructured observations to identify participants' positive and negative experiences. The emerging themes were identified based on Self-Determination Theory (SDT). However, certain challenges were noted during activities that involved touching another participant, unhappy with the materials used and blurred learning outcomes were identified. The unstructured observations indicated that the participants were making attempts to speak in English, engaged and motivated during the activities and were involved in teamwork. The study makes a relevant contribution to scholarship by showing the positive potential of non-technological gamification in English language learning particularly in listening, speaking, reading, and writing skills. Based on the findings, the study provides certain pedagogical implications to encourage teachers to integrate gamified lessons into their pedagogical practices.

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

Dyslexia, is one of the disorders with a greater prevalence among the group of the learning disorders. With the passing years many studies (observations) to explain the causes of dyslexia and to show the newest interventions in this field has been made. People withdyslexia have to overcome quite a few barriersduring theirlivesin order to be able to fulfiltheir dreams and achieve their targets. The fact that some of themare not assessedat an earlyage can affect their self-esteemand theirself-concept. Once theyare assessedresearch has proved that people with dyslexia learnbetter once they aretaught in their preferred learning style(Mortimore, 2003). In dyslexia one of the most commonly missed areas is the emotional side. Teachers and parents are very good at noticing problems with reading, writing, spelling and even maths. They can miss the growing element of lack of motivation, low self-esteem and upset which develops as the child goes through school and the pressures grow greater and greater. The frustration of children with dyslexia often centers on their inability to meet expectations. Their parents and teachers see a bright, enthusiastic child who is not learning to read and write. Time and again, dyslexics and their parents hear, "He's such a bright child; if only he would try harder." Ironically, no one knows exactly how hard the dyslexic is trying. The pain of failing to meet other people's expectations is surpassed only by dyslexics' inability to achieve their goals. This is particularly true of those who develop perfectionistic expectations in order to deal with their anxiety. They grow up believing that it is "terrible" to make a mistake. However, their learning disability, almost by definition means that these children will make many "careless" or "stupid" mistakes. This is extremely frustrating to them, as it makes them feel chronically inadequate. Thisinthe long termcan cause thema lot ofproblems in their personaland social life.

Dyslexia, is one of the disorders with a greater prevalence among the group of the learning disorders. With the passing years many studies (observations) to explain the causes of dyslexia and to show the newest interventions in this field has been made. People withdyslexia have to overcome quite a few barriersduring theirlivesin order to be able to fulfiltheir dreams and achieve their targets. The fact that some of themare not assessedat an earlyage can affect their self-esteemand theirself-concept. Once theyare assessedresearch has proved that people with dyslexia learnbetter once they aretaught in their preferred learning style(Mortimore, 2003). In dyslexia one of the most commonly missed areas is the emotional side. Teachers and parents are very good at noticing problems with reading, writing, spelling and even maths. They can miss the growing element of lack of motivation, low self-esteem and upset which develops as the child goes through school and the pressures grow greater and greater. The frustration of children with dyslexia often centers on their inability to meet expectations. Their parents and teachers see a bright, enthusiastic child who is not learning to read and write. Time and again, dyslexics and their parents hear, "He's such a bright child; if only he would try harder." Ironically, no one knows exactly how hard the dyslexic is trying. The pain of failing to meet other people's expectations is surpassed only by dyslexics' inability to achieve their goals. This is particularly true of those who develop perfectionistic expectations in order to deal with their anxiety. They grow up believing that it is "terrible" to make a mistake. However, their learning disability, almost by definition means that these children will make many "careless" or "stupid" mistakes. This is extremely frustrating to them, as it makes them feel chronically inadequate. Thisinthe long termcan cause thema lot ofproblems in their personaland social life.

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. 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One of the main ways in which children learn skills, such as reading and writing, and develop creativity and sociability, is through play. Researchers are thus exploring gamification, namely the use of typical game elements in different and non-gaming contexts, including the educational one. Gamification is a methodology that originates from computer and serious games, and aims at redesigning activities to be more engaging, thus also developing intrinsic motivation. Furthermore, gamification has proven effective both with typically developing children and with children with Special Educational Needs (SEN). Given that the current situation firmly indicates the need to engage and captivate learners, the present research aims to investigate whether gamification can improve motivation and reading and writing skills, in 8-to-10-years-old children. The design consists in comparing the effects of gamified Applications to that of equivalent, traditional pen-and-paper activities, in mixed and non-specific school groups. Furthermore, the effects are compared to those of an individualised clinical treatment for children with Specific Learning Disorders (SLD) — Developmental Dyslexia and Dysorthography in particular — using the same gamified Applications. In fact, although the neurocognitive causes of Developmental Dyslexia and Dysorthography are still hotly debated, researchers agree that the main challenge consists in the intervention, that is how to improve children’s reading and writing fluency and accuracy while keeping motivation high. Consequently, the research consisted of two studies. In the first study (Study A), a 12-hour gamified training at school was compared with an equivalent pen-and-paper training, both aimed at exploring the efficacy of gamified Applications and traditional activities purposefully designed to enhance linguistic skills (i.e., reading accuracy, reading speed, and writing accuracy). The results of this study showed significant improvements in linguistic fluency and correctness for both groups, with non-significantly greater effect of the experimental gamified training. Students belonging to the experimental groups also reported greater appreciation of the activities, although motivation did not act as a mediator for performance improvements in any of the groups considered. The second study (Study B) aimed to explore whether improvements, after the use of gamified Applications, differ among children with neurotypical development, children with SLD, children with unspecified Neurodevelopmental Disorders, and bilingual children. Assessments upon training completion indicated greater improvements, even if not in a significant way, in reading and writing correctness in children with SLD, suggesting that an individualised and personalised training, designed on specific difficulties, can lead to major results. Also, participants in Study B reported to have highest degree fun during the activities, but motivation did not act as a mediator for improvements in performance either. Gameful experience of the participants in both studies was also investigated through a questionnaire, the responses of which were related to improvements in learning performance. Results were not significant, but interestingly the aspects that were positively associated with learning outcomes were those related to competition and social experience dimensions, although they were the least present within the Applications used. Overall findings highlighted promising effects of the training programs on children’s linguistic skills and grade of engagement, emphasising the importance of integrated training and opening to future studies investigating the effects of gamified Applications on other skills and motivational aspects.