Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School

Lassault, Julie; Sprenger-Charolles, Liliane; Albrand, Jean-Patrice; Alavoine, Edouard; Richardson, Ulla; Lyytinen, Heikki; Ziegler, Johannes C.

doi:10.1080/10888438.2022.2052884

Cited by 7 publications

(6 citation statements)

References 48 publications

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“…Implementing the game at the time when informal letter and reading instruction starts, that is, at the second half of the 2nd year of kindergarten in Dutch schools, children might be more goal-directed towards applying the L-SS knowledge in decoding words (see also Verwimp et al, 2023), possibly leading to better word reading skills. In addition, it is worth considering using an alternative task such as the word-specific orthographic knowledge task as used in Lassault et al (2022). In such task, children have to choose the correct word amongst incorrect answer alternatives after the word was presented auditorily, which more closely resembles the skills practiced in the game used in the current study.…”

Section: Discussionmentioning

confidence: 99%

“…Providing intensive teacher support to provide high exposure for all at‐risk children is economically and practically unfeasible. One way to provide this support in different settings such as schools and at home is with game‐based interventions (Lassault et al, 2022; Neumann, 2018; Patel et al, 2021; Richardson & Lyytinen, 2014; Vanden Bempt et al, 2021). Game‐based interventions have increasingly gained interest in recent years to train academic skills (Jaramillo‐Alcázar et al, 2021; Lassault et al, 2022; Skiada et al, 2014; Yildirim & Surer, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…One way to provide this support in different settings such as schools and at home is with game‐based interventions (Lassault et al, 2022; Neumann, 2018; Patel et al, 2021; Richardson & Lyytinen, 2014; Vanden Bempt et al, 2021). Game‐based interventions have increasingly gained interest in recent years to train academic skills (Jaramillo‐Alcázar et al, 2021; Lassault et al, 2022; Skiada et al, 2014; Yildirim & Surer, 2021). These games commonly comprise multimodal features (e.g., sounds, animations, text) that stimulate young children's attention and enhance motivation (van de Ven et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers

Verwimp

Snellings

Wiers

et al. 2023

Computer Assisted Learning

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BackgroundLearning which letters correspond to which speech sounds is fundamental for learning to read. Based on previous experimental studies, we developed a serious game aiming to boost letter‐speech sound (L‐SS) correspondences in a motivational game environment.ObjectivesThe goal of this study was to determine the efficacy of this game in training L‐SS correspondences in pre‐readers. Additionally, an extended version of the game was developed given the importance of handwriting in audio‐visual integration. We established whether including a motoric component in the game boosted the letter‐speech sound training on top of the effect of the game without the motoric component.MethodsOne‐hundred forty‐five kindergartners were randomly allocated to play either the standard audio‐visual version of the game, the motoric version or a control math game. All children were pre‐ and post‐tested on L‐SS knowledge and reading accuracy.Results and conclusionsWe found that playing the game enhanced pre‐readers' L‐SS knowledge, but not reading accuracy, after a short, intensive intervention period of 3 weeks. However, children who played the motoric version of the game did not differ significantly from either the standard or the control condition.ImplicationsThis game was efficient in training L‐SS correspondences in pre‐readers. These results suggest that this game might be useful as a preventive evidence‐based intervention for at‐risk children in kindergarten who might benefit from a head start before learning how to read. Future studies are needed to examine whether a longer intervention period results in L‐SS knowledge being translated into reading skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers

Verwimp

Snellings

Wiers

et al. 2023

Computer Assisted Learning

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“…Generally, this research has shown inconclusive and mixed results about the game's effectiveness, though vast differences in the age of participants, language abilities before starting the program, instruction timing, and other factors make these results difficult to interpret. Despite this, there is some evidence for the efficacy of the program and studies show that GraphoLearn is superior to various control conditions when the intervention group receives sufficient exposure to the game (Bhide et al, 2013;Kyle et al, 2013;Patel et al, 2018;Lassault et al, 2022).…”

Section: Grapholearnmentioning

confidence: 99%

The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes

et al. 2022

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IntroductionThe COVID-19 pandemic led to school closure and loss of in-person instruction during the 2019–2020 academic year across the United States, which had a profound impact on the reading development of beginning readers. In this study we tested if a research-informed educational technology (EdTech) program–GraphoLearn–could help alleviate the COVID-19 slide. We also sought to understand the profiles of children who benefitted most from this EdTech program.MethodsWe tested participants’ (N = 172 K-2 children) early literacy skills using a standardized measure (STAR) before and after playing GraphoLearn, and used the pre to post difference as the dependent variable. We first compared children’s STAR actual and expected growth. Then we conducted a multiple regression analysis with data about engagement with GraphoLearn included as predictors. Additional predictors were extracted from GraphoLearn performance at study onset to assess children’s letter-sound knowledge, rime awareness, and word recognition.ResultsThe difference between actual average reading growth and expected growth in a regular school year was not statistically significant. This suggests that children in our sample seem to be gaining reading skills as expected in a regular school year. Our multiple linear regression model (which accounted for R2 = 48% of reading growth) showed that older children, with higher baseline GraphoLearn word recognition, who played more units in a fixed number of days, made significantly more early literacy progress.DiscussionWhile lacking a control group, our preliminary results suggest that an EdTech program such as GraphoLearn may be a useful reading instructional tool during school shutdowns. In addition, our results suggest that practice with GraphoLearn was more effective and efficient when foundational instruction was already in place.

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“…The French version of GG is broader and more sophisticated than the research versions included in the meta-analysis. A recent validation study of the French version of GG showed effect sizes of around 0.28 for independent practice with the program [82]. Other intervention programs using non-linguistic audio-visual stimuli also show effects on reading skills [83], but the reasons for the deficit in the audio-visual integration of low-level stimuli are still debated [84,85].…”

Section: Background {6a}mentioning

confidence: 99%

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

et al. 2022

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Background Developmental dyslexia, a specific and long-lasting learning disorder that prevents children from becoming efficient and fluent readers, has a severe impact on academic learning and behavior and may compromise professional and social development. Most remediation studies are based on the explicit or implicit assumption that dyslexia results from a single cause related to either impaired phonological or visual-attentional processing or impaired cross-modal integration. Yet, recent studies show that dyslexia is multifactorial and that many dyslexics have underlying deficits in several domains. The originality of the current study is to test a remediation approach that trains skills in all three domains using different training methods that are tailored to an individual’s cognitive profile as part of a longitudinal intervention study. Methods This multicenter randomized crossover study will be conducted in three phases and will involve 120 dyslexic children between the ages of 8 and 13 years. The first phase serves as within-subject baseline period that lasts for 2 months. In this phase, all children undergo weekly speech-language therapy sessions without additional training at home (business-as-usual). During the second phase, all dyslexics receive three types of intensive interventions that last 2 month each: Phonological, visual-attentional, and cross-modal. The order of the first two interventions (phonological and visual-attentional) is swapped in two randomly assigned groups of 60 dyslexics each. This allows one to test the efficacy and additivity of each intervention (against baseline) and find out whether the order of delivery matters. During the third phase, the follow-up period, the intensive interventions are stopped, and all dyslexics will be tested after 2 months. Implementation fidelity will be assessed from the user data of the computerized intervention program and an “intention-to-treat” analysis will be performed on the children who quit the trial before the end. Discussion The main objective of this study is to assess whether the three types of intensive intervention (phase 2) improve reading skills compared to baseline (i.e., non-intensive intervention, phase 1). The secondary objectives are to evaluate the effectiveness of each intervention and to test the effects of order of delivery on reading intervention outcomes. Reading comprehension, spelling performance and reading disorder impact of dyslexic readers are assessed immediately before and after the multimodal intervention and 2 months post-intervention. Trial registration ClinicalTrials.gov, NCT04028310. Registered on July 18, 2019.

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Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School

Cited by 7 publications

References 48 publications

A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers

A randomised proof‐of‐concept trial on the effectiveness of a game‐based training of phoneme‐grapheme correspondences in pre‐readers

The impact of computer–assisted technology on literacy acquisition during COVID-19-related school closures: Group–level effects and predictors of individual–level outcomes

Multimodal intervention in 8- to 13-year-old French dyslexic readers: Study protocol for a randomized multicenter controlled crossover trial

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