Serious game suitability for child reading assessment in a context of social isolation
Abstract
The assessment of children’s reading fluency is a process that needs to be carried out in an isolated environment, often foreign to the child, with an application by an evaluator. This takes time and the result can be influenced by a number of factors. SpaceGEMS is an approach to perform the collection and classification of audios for auxiliary educators to act more efficiently in solving reading problems. This work presents the readjustment of a serious game considering the conditions resulting from social isolation in schools. The methodology is based on Design Science Research which legitimizes the development of artifacts as a means to produce scientific knowledge. The proposal was validated by pedagogues in relation to its applicability and contribution.
Keywords:
Child reading assessment, Serious game, Audio classification
References
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Alves, A. G., Chaves, J. E., and Cordeiro, A. M. (2020). Interface tangível com material dourado em jogo digital de aprendizagem de matemática. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 612–621. SBC.
Anwar, A., Rahman, M. M., Ferdous, S., Anik, S. A., and Ahmed, S. I. (2011). A computer game based approach for increasing fluency in the speech of the autistic children. In Advanced Learning Technologies (ICALT), 2011 11th IEEE international conference on, pages 17–18. IEEE.
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Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1):24–36.
Ceccon, D. L. and Porto, J. B. (2020). Bcs: Jogos digitais no auxílio do desenvolvimento de crianças especiais com atraso na linguagem. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 522–531. SBC.
Celestino, P. G. (2019). A oralidade infantil e desenvolvimento cognitivo à partir da prática docente. Revista Internacional de apoyo a la inclusion, logopedia, sociedad y multiculturalidad, 5(1).
De Paula, F. R. and Favero, R. (2016). A gamificação da educação na compreensão dos profissionais da educação. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2016.
de Sousa Borges, S., Durelli, V. H., Reis, H. M., and Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the 29th annual ACM symposium on applied computing, pages 216–222. ACM.
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Djaouti, D., Alvarez, J., Jessel, J.-P., and Rampnoux, O. (2011). Origins of serious games. In Serious games and edutainment applications, pages 25–43. Springer.
Dresch, A., Lacerda, D. P., and Antunes, J. A. V. (2015). Design Science Research, pages 67–102. Springer International Publishing, Cham.
Fuchs, L. S., Fuchs, D., Hosp, M. K., and Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific studies of reading, 5(3):239–256.
Liu, Q., Cai, F., Yang, Y., and Han, T. (2015). Gamification design based research on speech training system for hearing-impaired children. In International Conference on Engineering Psychology and Cognitive Ergonomics, pages 140–151. Springer.
Michael, D. R. and Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
Monclar, R. S., Silva, M. A., and Xexéo, G. (2018). Jogos com propósito para o ensino de programação. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2018.
Muntean, C. I. (2011). Raising engagement in e-learning through gamification. In Proc. 6th International Conference on Virtual Learning ICVL, volume 1.
Musti-Rao, S., Lo, Y.-y., and Plati, E. (2015). Using an ipad® app to improve sight word reading fluency for at-risk first graders. Remedial and Special Education, 36(3):154–166.
Proença, J. D. L. (2018). Automatic assessment of reading ability of children. PhD thesis, 00500:: Universidade de Coimbra.
Puliezi, S. et al. (2015). Fluência e compreensão na leitura de textos: um estudo com crianças do 4º ano do ensino fundamental. Pontifícia Universidade Católica de São Paulo.
Ramos, D. K., Anastácio, B. S., da Silva, G. A., Venturieri, C., Stange, N., and Martins, M. E. (2018). Jogos digitais, habilidades cognitivas e motivação: percepção das crianças no contexto escolar. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2018.
Rocha, P. S. V. d. S. (2018). A importância do lúdico na educação infantil: uma análise a partir da concepção de professores. Universidade Federal da Paraíba.
Saputra, M. R. U. (2015). Lexipal: Design, implementation and evaluation of gamification on learning application for dyslexia. Int. J. Comput. Appl, 131:37–43.
Silva, W. A., Carchedi, L. C., Junior, J. G., de Souza, J. V., Barrere, E., and de Souza, J. F. (2021). A framework for large-scale automatic fluency assessment. International Journal of Distance Education Technologies, 19(3):70–88.
Silva, W. A., Gomes Jr, J., Knop, I., Barrére, E., and Souza, J. (2019). Talk2me: Uma abordagem computacional para auxiliar na identificação de falhas no processo de alfabetização. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 723.
Simon, H. A. (1996). The sciences of the artificial. 3rd.
Takita, T., Akimoto, K., and Hoshino, J. (2017). Reading aloud training game for children with auto evaluation of oral reading fluency. In International Conference on Entertainment Computing, pages 404–408. Springer.
Tejedor García, C., Escudero Mancebo, D., González Ferreras, C., Cámara Arenas, E., Cardeñoso Payo, V., et al. (2016). Tiptoptalk! mobile application for speech training using minimal pairs and gamification.
Alves, A. G., Chaves, J. E., and Cordeiro, A. M. (2020). Interface tangível com material dourado em jogo digital de aprendizagem de matemática. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 612–621. SBC.
Anwar, A., Rahman, M. M., Ferdous, S., Anik, S. A., and Ahmed, S. I. (2011). A computer game based approach for increasing fluency in the speech of the autistic children. In Advanced Learning Technologies (ICALT), 2011 11th IEEE international conference on, pages 17–18. IEEE.
Cartwright, K. B. (2002). Cognitive development and reading: The relation of readingspecific multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 94(1):56.
Cartwright, K. B. (2012). Insights from cognitive neuroscience: The importance of executive function for early reading development and education. Early Education & Development, 23(1):24–36.
Ceccon, D. L. and Porto, J. B. (2020). Bcs: Jogos digitais no auxílio do desenvolvimento de crianças especiais com atraso na linguagem. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 522–531. SBC.
Celestino, P. G. (2019). A oralidade infantil e desenvolvimento cognitivo à partir da prática docente. Revista Internacional de apoyo a la inclusion, logopedia, sociedad y multiculturalidad, 5(1).
De Paula, F. R. and Favero, R. (2016). A gamificação da educação na compreensão dos profissionais da educação. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2016.
de Sousa Borges, S., Durelli, V. H., Reis, H. M., and Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the 29th annual ACM symposium on applied computing, pages 216–222. ACM.
Dias, N. M., León, C. B. R., Pazeto, T. d. C. B., Martins, G. L. L., Pereira, A. P. P., and Seabra, A. G. (2016). Avaliação da leitura no brasil: revisão da literatura no recorte 2009? 2013. Revista Psicologia-Teoria e Prática, 18(1).
Djaouti, D., Alvarez, J., Jessel, J.-P., and Rampnoux, O. (2011). Origins of serious games. In Serious games and edutainment applications, pages 25–43. Springer.
Dresch, A., Lacerda, D. P., and Antunes, J. A. V. (2015). Design Science Research, pages 67–102. Springer International Publishing, Cham.
Fuchs, L. S., Fuchs, D., Hosp, M. K., and Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific studies of reading, 5(3):239–256.
Liu, Q., Cai, F., Yang, Y., and Han, T. (2015). Gamification design based research on speech training system for hearing-impaired children. In International Conference on Engineering Psychology and Cognitive Ergonomics, pages 140–151. Springer.
Michael, D. R. and Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
Monclar, R. S., Silva, M. A., and Xexéo, G. (2018). Jogos com propósito para o ensino de programação. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2018.
Muntean, C. I. (2011). Raising engagement in e-learning through gamification. In Proc. 6th International Conference on Virtual Learning ICVL, volume 1.
Musti-Rao, S., Lo, Y.-y., and Plati, E. (2015). Using an ipad® app to improve sight word reading fluency for at-risk first graders. Remedial and Special Education, 36(3):154–166.
Proença, J. D. L. (2018). Automatic assessment of reading ability of children. PhD thesis, 00500:: Universidade de Coimbra.
Puliezi, S. et al. (2015). Fluência e compreensão na leitura de textos: um estudo com crianças do 4º ano do ensino fundamental. Pontifícia Universidade Católica de São Paulo.
Ramos, D. K., Anastácio, B. S., da Silva, G. A., Venturieri, C., Stange, N., and Martins, M. E. (2018). Jogos digitais, habilidades cognitivas e motivação: percepção das crianças no contexto escolar. Anais do Simpósio Brasileiro de Games e Entretenimento Digital–SBGames2018.
Rocha, P. S. V. d. S. (2018). A importância do lúdico na educação infantil: uma análise a partir da concepção de professores. Universidade Federal da Paraíba.
Saputra, M. R. U. (2015). Lexipal: Design, implementation and evaluation of gamification on learning application for dyslexia. Int. J. Comput. Appl, 131:37–43.
Silva, W. A., Carchedi, L. C., Junior, J. G., de Souza, J. V., Barrere, E., and de Souza, J. F. (2021). A framework for large-scale automatic fluency assessment. International Journal of Distance Education Technologies, 19(3):70–88.
Silva, W. A., Gomes Jr, J., Knop, I., Barrére, E., and Souza, J. (2019). Talk2me: Uma abordagem computacional para auxiliar na identificação de falhas no processo de alfabetização. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 723.
Simon, H. A. (1996). The sciences of the artificial. 3rd.
Takita, T., Akimoto, K., and Hoshino, J. (2017). Reading aloud training game for children with auto evaluation of oral reading fluency. In International Conference on Entertainment Computing, pages 404–408. Springer.
Tejedor García, C., Escudero Mancebo, D., González Ferreras, C., Cámara Arenas, E., Cardeñoso Payo, V., et al. (2016). Tiptoptalk! mobile application for speech training using minimal pairs and gamification.
Published
2022-11-16
How to Cite
VALLE, Eduardo Vieira Marques Pereira do; DE SOUZA, Jairo Francisco; KNOP, Igor de Oliveira.
Serious game suitability for child reading assessment in a context of social isolation. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 357-367.
DOI: https://doi.org/10.5753/sbie.2022.224664.
