Syllabic Keyboard: A Literacy Game for Motivating First Grade Children to Read
Resumo
The main purpose of this work was to conduct an experiment with a proposed technological solution - Syllabic Keyboard - in order to verify if it could impact on reading motivation related metrics in Brazilian disadvantaged 1st grade children, for their literacy issues are harmful to their general school success possibilities and motivation to read have been found to be associated with good reading achievements in further grades. Results from experimental data analysis showed positive effects from gameplay on reading motivation, taste for reading, and playing experience.
Palavras-chave:
Syllabic Keyboard, Literacy, Reading Motivation, Children, Brazil
Referências
Becker, M., McElvany, N., and Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4):773.
Deitos, F., Franco, M., and Peres, A. (2018). Ditado digital: um jogo para auxílio da escrita no ensino fundamental. In Brazilian Symposium on Computers in Education.
Deterding, S., Khaled, R. N., and Nacke, L. (2011). Gamification: Toward a definition. In CHI 2011 Gamification Workshop Proceedings.
Dias, N. M., Perez, C., Macedo, E. C. d., Seabra, A. G., and Duarte (2013). Evidências de validade e fidedignidade da prova de consciência fonológica por produção oral. In Avaliação Neuropsicológica Cognitiva, chapter 11. São Paulo: Memnon.
Failla, Z. (2012). Retratos da leitura no Brasil 4. Imprensa Oficial Estado de São Paulo.
Gaspar, W., Oliveira, E., and Oliveira, K. (2015). Aprendizagem da língua portuguesa com dispositivos móveis: Um mapeamento sistemático da literatura. In Brazilian Symposium on Computers in Education, volume 26, page 140.
Guerra, F., Santos, J. A., Serey, D., and de Figueiredo, J. C. A. (2018). z-reader: a mobile game suite for improving children’s reading skills and behavior. In Brazilian Symposium on Computers in Education, volume 29, page 565.
Hong, W., Thong, J. Y., and Tam, K. Y. (2004). Does animation attract online users’ attention? The effects of flash on information search performance and perceptions. Information Systems Research, 15(1):60–86.
Horz, H. and Schnotz, W. (2010). Cognitive load in learning with multiple representations. In Cognitive load theory, pages 229–252. Cambridge University Press, NY.
León, A. M., Bravo, C. B., and Fernández, A. R. (2017). Review of android and iOS tablet apps in Spanish to improve reading and writing skills of children with dyslexia. Procedia-Social and Behavioral Sciences, 237:1383–1389.
Manero, B., Torrente, J., Serrano, A., Martínez-Ortiz, I., and Fernández-Manjón, B. (2015). Can educational video games increase high school students’ interest in theatre? Computers & Education, 87:182–191.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The Cambridge handbook of multimedia learning. Cambridge University Press, NY.
Müller, U., Carpendale, J. I., and Smith, L. (2009). Introduction: Overview. the context of Piaget’s theory. In The Cambridge companion to Piaget, pages 1–44. Cambridge University Press.
OECD (2017). Programme for international student assessment - PISA 2015 - Brazil.
Papert, S. and Harel, I. (1991). Situating constructionism. In Constructionism, volume 36, pages 1–11.
Schiefel, U., Schaffner, E., Möller, J., and Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4):427–463.
Seabra, A. G. and Capovilla, F. C. (2013). Prova de consciência fonológica por produção oral. In Avaliação Neuropsicológica Cognitiva, chapter 13. São Paulo: Memnon.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4):295–312.
Takacs, Z. K., Swart, E. K., and Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: a meta-analysis. Review of educational research, 85(4):698–739.
Deitos, F., Franco, M., and Peres, A. (2018). Ditado digital: um jogo para auxílio da escrita no ensino fundamental. In Brazilian Symposium on Computers in Education.
Deterding, S., Khaled, R. N., and Nacke, L. (2011). Gamification: Toward a definition. In CHI 2011 Gamification Workshop Proceedings.
Dias, N. M., Perez, C., Macedo, E. C. d., Seabra, A. G., and Duarte (2013). Evidências de validade e fidedignidade da prova de consciência fonológica por produção oral. In Avaliação Neuropsicológica Cognitiva, chapter 11. São Paulo: Memnon.
Failla, Z. (2012). Retratos da leitura no Brasil 4. Imprensa Oficial Estado de São Paulo.
Gaspar, W., Oliveira, E., and Oliveira, K. (2015). Aprendizagem da língua portuguesa com dispositivos móveis: Um mapeamento sistemático da literatura. In Brazilian Symposium on Computers in Education, volume 26, page 140.
Guerra, F., Santos, J. A., Serey, D., and de Figueiredo, J. C. A. (2018). z-reader: a mobile game suite for improving children’s reading skills and behavior. In Brazilian Symposium on Computers in Education, volume 29, page 565.
Hong, W., Thong, J. Y., and Tam, K. Y. (2004). Does animation attract online users’ attention? The effects of flash on information search performance and perceptions. Information Systems Research, 15(1):60–86.
Horz, H. and Schnotz, W. (2010). Cognitive load in learning with multiple representations. In Cognitive load theory, pages 229–252. Cambridge University Press, NY.
León, A. M., Bravo, C. B., and Fernández, A. R. (2017). Review of android and iOS tablet apps in Spanish to improve reading and writing skills of children with dyslexia. Procedia-Social and Behavioral Sciences, 237:1383–1389.
Manero, B., Torrente, J., Serrano, A., Martínez-Ortiz, I., and Fernández-Manjón, B. (2015). Can educational video games increase high school students’ interest in theatre? Computers & Education, 87:182–191.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The Cambridge handbook of multimedia learning. Cambridge University Press, NY.
Müller, U., Carpendale, J. I., and Smith, L. (2009). Introduction: Overview. the context of Piaget’s theory. In The Cambridge companion to Piaget, pages 1–44. Cambridge University Press.
OECD (2017). Programme for international student assessment - PISA 2015 - Brazil.
Papert, S. and Harel, I. (1991). Situating constructionism. In Constructionism, volume 36, pages 1–11.
Schiefel, U., Schaffner, E., Möller, J., and Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4):427–463.
Seabra, A. G. and Capovilla, F. C. (2013). Prova de consciência fonológica por produção oral. In Avaliação Neuropsicológica Cognitiva, chapter 13. São Paulo: Memnon.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4):295–312.
Takacs, Z. K., Swart, E. K., and Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: a meta-analysis. Review of educational research, 85(4):698–739.
Publicado
11/11/2019
Como Citar
GUERRA, Fabrício; GORGÔNIO, Flavius; GUERRERO, Dalton; DE FIGUEIREDO, Jorge.
Syllabic Keyboard: A Literacy Game for Motivating First Grade Children to Read. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1072-1081.
DOI: https://doi.org/10.5753/cbie.sbie.2019.1072.
