Una revisión sistemática de juegos serios para el desarrollo de las destrezas lectoras de los niños. A Systematic Review of Serious Games for Children’s Reading Skills’ development. A Systematic Review of Serious Games for Children’s Reading Skills’ devel
10.20420/ElGuiniguada.2023.632
Keywords:
READING SKILLS, READING INSTRUCTION, SYSTEMATIC REVIEW, VIDEO GAMESAbstract
This article provides a review of the efficacy of serious games’ use in reading instruction throughout the previous fifteen years. Through utilizing the relevant search criteria, the revision looked for research that was published between 2007 and 2022. ERIC, ProQuest, Scopus, Springer and Web of Science were the databases that were looked at. Both conventional teaching techniques and videogames have been shown to be helpful according to the few studies that have been conducted on the topic being neither of the approaches presumably more beneficial to pupils. Nevertheless, students have more fun and they tend to retain more material over the long term when games are included. Although the use of games as a method of instruction might be regarded as a valid option, users should proceed with caution when using certain games that have not been subjected to an objective evaluation.
Downloads
References
Abidin, S. R. Z., Noor, S. F. M., & Ashaari, N. S. (2019). Low-fidelity prototype design for serious game for slow-reading students. International Journal of Advanced Computer Science and Applications, 10(3). https://doi.org/10.14569/IJACSA.2019.0100335
Akl, E. A., Pretorius, R. W., Sackett, K., Erdley, W. S., Bhoopathi, P. S., Alfarah, Z., & Schünemann, H. J. (2010). The effect of educational games on medical students’ learning outcomes: a systematic review: BEME Guide No 14. Medical Teacher, 32(1), 16-27. https://doi.org/10.3109/01421590903473969
Alcivar, N. I. S., Gallego, D. C., Quijije, L. S., & Quelal, M. M. (2019, March). Developing a dashboard for monitoring usability of educational games apps for children. Proceedings of the 2019 2nd International Conference on Computers in Management and Business, 70-75. https://doi.org/10.1145/3328886.3328892
Alsubaie, A., Alaithan, M., Boubaid, M., & Zaman, N. (2018). Making learning fun: Educational concepts & logics through game. In 2018 20th International Conference on Advanced Communication Technology (ICACT) (pp. 454-459). IEEE. https://ieeexplore.ieee.org/document/8323792
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144. https://doi.org/10.31695/IJASRE.2018.33016
Cano, S., Collazos, C. A., Aristizábal, L. F., Moreira, F., Peñeñory, V. M., & Agredo, V. (2018). Designing collaborative strategies supporting literacy skills in children with cochlear implants using serious games. In World Conference on Information Systems and Technologies (pp. 1317-1326). Springer, Cham. https://doi.org/10.1007/978-3-319-77712-2_126
Carrión, M., Santórum, M., Pérez, M., & Aguilar, J. (2017). A participatory methodology for the design of serious games in the educational environment. In 2017 Congreso Internacional de innovación y Tendencias en Ingeniería (CONIITI) (pp. 1-6). IEEE. https://ieeexplore.ieee.org/document/8273363
Casillas, J. C. L., Valdéz, K. M., López, S. R. F., Canto, D., Carranza, D. B., & Negrón, A. P. P. (2021). Saving the Word: A serious game to improve kids reading skills. In 2021 Mexican International Conference on Computer Science (ENC) (pp. 1-4). IEEE. https://ieeexplore.ieee.org/document/9534816
Critical Appraisal Skills Programme (2022). CASP Systematic Review Checklist. https://casp-uk.net/images/checklist/documents/CASP-Systematic-Review-Checklist/CASP-Systematic-Review-Checklist-2018_fillable-form.pdf
De Almeida, R., Ehri, L.C. & Maluf, M.R. (2022). Teaching Beginners to Decode Consonant–Vowel Syllables Using Grapheme–Phoneme Subunits Facilitates Reading and Spelling as Compared With Teaching Whole-Syllable Decoding. Reading Research Quarterly 57.2, 629–648. https://doi.org/10.1002/rrq.432
Denyer, D., & Tranfield, D. (2009). Producing a systematic review. In D. A. Buchanan & A. Bryman (Eds.), The Sage handbook of organizational research methods (pp. 671–689). Sage Publications Ltd. https://psycnet.apa.org/record/2010-00924-039
Ehri, L. (2005). Development of sight word reading: phases and findings. In: M. J. Snowling &. C. Hulme (Ed.), The Science of Reading: A Handbook (pp. 135-154). Blackwell Publishing.
Ehri, L. C. (2022). What Teachers Need to Know and Do to Teach Letter–Sounds, Phonemic Awareness, Word Reading, and Phonics. The Reading Teacher, 76, 53– 61. https://doi.org/10.1002/trtr.2095
García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International Journal of Environmental Research and Public Health, 16(14), 2480. https://doi.org/10.3390/ijerph16142480
Gaytán-Lugo, L. S., Hernández, S. C., Santana-Mancilla, P. C., & García-Ruíz, M. A. (2014). A contextual study and usability testing of video games to inform the design of a serious game to improve reading comprehension. In Memoria Del Encuentro Nacional de Ciencias de La Computación, Oaxaca, Mexico. http://enc2014.cicese.mx/Memorias/paper_53.pdf
Gaytán-Lugo, L. S., Santana-Mancilla, P. C., Santarrosa-García, A., Medina-Anguiano, A., Gallardo, S. C. H., & García-Ruíz, M. Á. (2015). Developing a Serious Game to Improve Reading Comprehension Skills in Third Graders. Research in Computing Science, 89, 71-79. https://rcs.cic.ipn.mx/2015_89/Developing%20a%20Serious%20Game%20to%20Improve%20Reading%20Comprehension%20Skills%20in%20Third%20Graders.pdf
González-Frey, S. & Ehri, L.C. (2021) Connected Phonation is More Effective than Segmented Phonation for Teaching Beginning Readers to Decode Unfamiliar Words, Scientific Studies of Reading, 25:3, 272 285 DOI: 10.1080/10888438.2020.1776290
Hernández Rentería, L. A., Ramírez Lujano, A., Contreras Davito, M., Carranza, D. B., & Peña Pérez Negrón, A. (2019). A Serious Game Proposal to Reinforce Reading Comprehension in Scholars. In Iberoamerican Workshop on Human-Computer Interaction (pp. 30-41). Springer, Cham. https://doi.org/10.1007/978-3-030-37386-3_3
Higgins, J. P. T., & Green, S. (Eds.) (2008). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons, Ltd.
Khowaja, K., & Salim, S. S. (2019). Serious game for children with autism to learn vocabulary: an experimental evaluation. International Journal of Human–Computer Interaction, 35(1), 1-26. https://doi.org/10.1080/10447318.2017.1420006
Khowaja, K., Salim, S. S., & Al-Thani, D. (2018). Components to design serious games for children with autism spectrum disorder (ASD) to learn vocabulary. In 2018 IEEE 5th International Conference on Engineering Technologies and Applied Sciences (ICETAS) (pp. 1-7). IEEE. https://ieeexplore.ieee.org/document/8629208
Martins, T., Carvalho, V., Soares, F., & Araújo, M. (2015). The Use of Serious Games as a Successful Educational Tool. In The International Conference on E-Learning in the Workplace 2015 (pp. 1-6). http://learningideasconf.s3.amazonaws.com/Docs/Past/2015/Papers/Martins_Carvalho_et_al.pdf
Nugraha, M. R., Rosmansyah, Y., Mulyani, E. D. S., Mufizar, T., Anwar, D. S., & Hidayat, C. R. (2022). A Serious Game for Improving Reading Skill of Preschoolers. Elinvo (Electronics, Informatics, and Vocational Education), 7(1), 84-91. https://doi.org/10.21831/elinvo.v7i1.47912
Nunes, E. P., Luz, A. R., Lemos, E. M., & Nunes, C. (2016). Approaches of participatory design in the design process of a serious game to assist in the learning of hospitalized children. In International Conference on Human-Computer Interaction (pp. 406-416). Springer, Cham. https://doi.org/10.1007/978-3-319-39513-5_38
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. http://dx.doi.org/10.1136/bmj.n71
Pérez-Quichimbo, S. M., Navas-Moya, M. P., Montes-León, S. R., Sambachi-Chilig, P. A., & Barrera-Quimbita, E. D. (2021). Therapy Using Serious Games to Improve Phonological Awareness in Children with Functional Dyslexia. In International Conference on Applied Technologies (pp. 121-134). Springer, Cham. https://doi.org/10.1007/978-3-031-03884-6_9
Pucha, G., Arias-Flores, H., & Borja-Galeas, C. (2022). Analyzing serious games and literacy. In 2022 17th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 1-5). IEEE. https://ieeexplore.ieee.org/document/9820221
Rehfeld, D. M., Kirkpatrick, M., O'Guinn, N. y Renbarger, R. (2022). A Meta-Analysis of Phonemic Awareness Instruction Provided to Children Suspected of Having a Reading Disability. Language, Speech, and Hearing Services in Schools, 53(4), 1-25.
Salvador-Ullauri, L., Acosta-Vargas, P., & Luján-Mora, S. (2020). Web-based serious games and accessibility: A systematic literature review. Applied Sciences, 10(21), 7859. https://doi.org/10.3390/app10217859
Sørensen, B. H. (2009). Concepts of Educational Design for Serious Games. In Research, reflections and innovations in integrating ICT in education (pp. 278-282). https://pure.au.dk/ws/files/621/278-282.pdf
Sørensen, B. H., & Meyer, B. (2007). Serious Games in language learning and teaching-a theoretical perspective. In DiGRA Conference (pp. 559-566). http://www.digra.org/wp-content/uploads/digital-library/07312.23426.pdf
Suárez-Robaina, JR. & Sánchez, M. (2013). Leerle la cartilla.... a la cartilla. Diagnóstico de materiales para una escuela más democrática. Lenguaje y Textos, 37 , 101-109. https://bit.ly/3I1lJ7f
Sucena, A., Silva, A. F., Garrido, C., Abreu, P., Carneiro, J. F., & Restivo, M. T. (2019). Serious Game for reading and spelling skills. In 2019 5th Experiment International Conference (exp. at'19) (pp. 242-243). IEEE. https://ieeexplore.ieee.org/document/8876570
Toma, I., Iustinian, A., Dascalu, M., & Trausan-Matu, S. (2016). Reading space secrets-a serious game centered on reading strategies. Revista Romana de Interactiune Om-Calculator, 9(4), 269-284. http://rochi.utcluj.ro/rrioc/articole/RRIOC-9-4-Toma.pdf
Vasconcelos, D., Lamounier, E., Malaquias, F., Miranda, A., & Santos, C. (2017). The protocol of a serious game based on Virtual Reality to aid in the literacy of children with Intellectual Disability. Proceedings of SBGames (pp. 2179-2259). https://www.sbgames.org/sbgames2017/papers/CulturaFull/175566.pdf
Vazeux, M., Doignon-Camus, N., Bosse, ML. Mahé, G.,Guo, T. & Zagar, D. (2020). Syllable-first rather than letter-first to improve phonemic awareness. Scientific Reports, 10, https://doi.org/10.1038/s41598-020-79240-y
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. You can not make a commercial use of the work. The use derived from the work is also not allowed.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
