Game learning analytics can unpack Escribo play effects in preschool early reading and writing

The Effect of Digital Game-Based and Different Education Programs on Phonological Awareness Skills of 60-72 Months-Old Children

“…However, the difference in the study could also be because the digital game content was prepared following the ranking of phonological awareness skills and the educational program was developed based on a spiral approach. In their research, Da Silva et al (2022) examined the impact of digital games on literacy skills in groups of 4-year-old children consisting of four experimental groups and a control group. They found that the experimental groups scored higher than the control group in phonological, syllable, and rhyme awareness skills.…”

“…Using digital games in the educational process; critical thinking, problem-solving, knowledge construction (Moyer et al, 2002), using digital games in the educational process; critical thinking, problem-solving, knowledge construction (Moyer et al, 2002), matching, classifying, sorting, counting and coding (Pila et al, 2019;Stephen & Plowman, 2014), cognitive skills such as discovery, creativity, as well as acting autonomously, cooperation, intrinsic motivation (Arnott, 2013;Ferrari & Addessi, 2014;Lennon et al, 2022;McClarty et al, 2012;Ryan et al, 2006;Xiong et al, 2022), it also supports phonological awareness skills, one of the early literacy skills, as well as social skills such as. Studies conducted using digital games have shown contributions to the development of subdimensions of phonological awareness, such as syllable awareness, segmentation of words into syllables (Da Silva et al, 2022;Elimelech & Aram, 2020), syllable merging, syllable deletion from words (Amorim et al, 2020), rhyme detection, and rhyme matching (Goffredo et al, 2016;Puolakanaho et al, 2003;Van Goch et al, 2017), initial sound identification, matching words with the same initial sounds, sound deletion from words, blending sounds and syllables (Arnold et al, 2021;Cameron, 2023;Li et al, 2020;Sá et al, 2022), word segmentation into sounds, and letter knowledge (Kartal & Terziyan, 2016), as well as coding skills (Weiss et al, 2022).…”

Play as a Learning Resource for Literacy Skills: a Systematic Review

“…), atendiendo a los artículos analizados se observó que la mayoría de los estudios contienen más de nueve sesiones por lo cuál se deduce que contra más tiempo empleado se consiguen mayores beneficios. Da silva et al (2022) y Manzano et al (2022 mencionan que un mayor tiempo de intervención puede resultar beneficioso, así como tener en cuenta las características y las necesidades de cada alumnado.…”

“…En general, la utilización del juego como herramienta de aprendizaje aporta numerosos beneficios a los procesos de enseñanza y aprendizaje ya que hacen que las aulas sean más interactivas, dinámicas y sociales. Numerosos investigadores se han interesado en el uso de esta estrategia lúdica puesto que fomenta la motivación y mejora el rendimiento del alumnado (Da Silva et al, 2022). El juego ofrece un estilo de enseñanza-aprendizaje atractivo, donde los alumnos/as aprenden los contenidos curriculares de forma divertida y eficaz.…”