z-Reader: a Mobile Game Suite for Improving Children's Reading Skills and Behavior
Resumo
This work describes an empirical, educational and technological research conducted within the context of Brazilian formal literacy education problems. The main purpose of the research was to address the question of whether research-specific software for mobile devices could improve disadvantaged children reading related variables. In this regard, zReader, a mobile game suite for reading and storytelling, was developed and validated by means of an experiment with children attending Second and Third grades in a Brazilian public school. Results include positive inferential findings for children’s reading skills improvement and book reading frequency.
Palavras-chave:
reading, literacy, educational games, mobile devices, children
Referências
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Failla, Z. (2012). Retratos da leitura no Brasil 4. Imprensa Oficial do Estado de São Paulo.
Ferraro, A. R. and Kreidlow, D. (2004). Analfabetismo no Brasil: configuração e gênese das desigualdades regionais. Educação & Realidade, 29(2).
Gaspar, W., Oliveira, E., and Oliveira, K. (2015). Aprendizagem da língua portuguesa com dispositivos móveis: Um mapeamento sistemático da literatura. In SBIE, volume 26, page 140.
Goux, D., Gurgand, M., and Maurin, E. (2016). Reading enjoyment and reading skills: Lessons from an experiment with first-grade children. Labour Economics.
Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
Horz, H. and Schnotz, W. (2010). Cognitive load in learning with multiple representations. In Cognitive load theory, pages 229–252. Cambridge University Press New York, NY.
IBGE, C. D. (2003). Mapa do analfabetismo no Brasil. Brasília, MEC/INEP.
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INEP (2017b). Distribuição dos alunos por nível de proficiência. [link]. Accessed: 2017-03-07.
Linke, R., Kothe, T., and Alt, F. (2017). Tabooga: A hybrid learning app to support children's reading motivation. In Proceedings of the 2017 Conference on Interaction Design and Children, pages 278-285. ACM.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The Cambridge handbook of multimedia learning. Cambridge University Press.
Mayer, R. E. and Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In Cognitive load theory, volume 132. Cambridge University Press New York, NY.
Merga, M. K. and Roni, S. M. (2017). The influence of access to ereaders, computers and mobile phones on children’s book reading frequency. Computers & Education.
Moreno, R. and Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3):309-326.
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.
Papert, S. and Harel, I. (1991). Situating constructionism. In Constructionism, volume 36, pages 1-11.
Ratan, R. and Ritterfeld, U. (2009). Classifying serious games. Serious games: Mechanisms and effects, pages 10-24.
Santiago, L., Dionisio, M., and Sampaio, R. (2016). O uso das tecnologias digitais na busca da superaçao do analfabetismo. In CBIE, volume 5, page 800.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In The Cambridge handbook of multimedia learning. Cambridge University Press.
Seabra, A. G. and Capovilla, F. C. (2010). Teste de competência de leitura de palavras e pseudopalavras (TCLPP). São Paulo, SP: Memnon.
Song, H. S., Pusic, M., Nick, M. W., Sarpel, U., Plass, J. L., and Kalet, A. L. (2014). The cognitive impact of interactive design features for learning complex materials in medical education. Computers & Education, 71:198-205.
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.
Failla, Z. (2012). Retratos da leitura no Brasil 4. Imprensa Oficial do Estado de São Paulo.
Ferraro, A. R. and Kreidlow, D. (2004). Analfabetismo no Brasil: configuração e gênese das desigualdades regionais. Educação & Realidade, 29(2).
Gaspar, W., Oliveira, E., and Oliveira, K. (2015). Aprendizagem da língua portuguesa com dispositivos móveis: Um mapeamento sistemático da literatura. In SBIE, volume 26, page 140.
Goux, D., Gurgand, M., and Maurin, E. (2016). Reading enjoyment and reading skills: Lessons from an experiment with first-grade children. Labour Economics.
Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
Horz, H. and Schnotz, W. (2010). Cognitive load in learning with multiple representations. In Cognitive load theory, pages 229–252. Cambridge University Press New York, NY.
IBGE, C. D. (2003). Mapa do analfabetismo no Brasil. Brasília, MEC/INEP.
INEP (2017a). Ana - sistema. [link]. Accessed: 2017-03-07.
INEP (2017b). Distribuição dos alunos por nível de proficiência. [link]. Accessed: 2017-03-07.
Linke, R., Kothe, T., and Alt, F. (2017). Tabooga: A hybrid learning app to support children's reading motivation. In Proceedings of the 2017 Conference on Interaction Design and Children, pages 278-285. ACM.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The Cambridge handbook of multimedia learning. Cambridge University Press.
Mayer, R. E. and Moreno, R. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning. In Cognitive load theory, volume 132. Cambridge University Press New York, NY.
Merga, M. K. and Roni, S. M. (2017). The influence of access to ereaders, computers and mobile phones on children’s book reading frequency. Computers & Education.
Moreno, R. and Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3):309-326.
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.
Papert, S. and Harel, I. (1991). Situating constructionism. In Constructionism, volume 36, pages 1-11.
Ratan, R. and Ritterfeld, U. (2009). Classifying serious games. Serious games: Mechanisms and effects, pages 10-24.
Santiago, L., Dionisio, M., and Sampaio, R. (2016). O uso das tecnologias digitais na busca da superaçao do analfabetismo. In CBIE, volume 5, page 800.
Schnotz, W. (2005). An integrated model of text and picture comprehension. In The Cambridge handbook of multimedia learning. Cambridge University Press.
Seabra, A. G. and Capovilla, F. C. (2010). Teste de competência de leitura de palavras e pseudopalavras (TCLPP). São Paulo, SP: Memnon.
Song, H. S., Pusic, M., Nick, M. W., Sarpel, U., Plass, J. L., and Kalet, A. L. (2014). The cognitive impact of interactive design features for learning complex materials in medical education. Computers & Education, 71:198-205.
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.
Publicado
29/10/2018
Como Citar
GUERRA, Fabrício V. de A.; SANTOS, José Amâncio M.; GUERRERO, Dalton D. S.; FIGUEIREDO, Jorge C. A. de.
z-Reader: a Mobile Game Suite for Improving Children's Reading Skills and Behavior. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 565-574.
DOI: https://doi.org/10.5753/cbie.sbie.2018.565.
