The Open UniversitySkip to content
 

Using game‐based learning to support struggling readers at home

Holmes, Wayne (2011). Using game‐based learning to support struggling readers at home. Learning, Media and Technology, 36(1) pp. 5–19.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/17439884.2010.531023
Google Scholar: Look up in Google Scholar

Abstract

Significant numbers of children (6% of 11‐year‐olds) have difficulties learning to read. Meanwhile, children who receive appropriate support from their parents do better in literacy than those who do not. This study uses a case study approach to investigate how digital games designed to support struggling readers in school were used at home, by the parents of six children to support their children’s literacy. Mostly, the children enjoyed playing the games and believe that it helped improve their reading. The parents all valued the opportunity to participate in their child’s learning and believe that the games’ approach to learning is effective. The study considers key influences on the successful use of games to support struggling readers (repetition, feedback, motivation, self‐efficacy, parental beliefs) and raises questions, further consideration of which might usefully inform the future development of effective game‐based learning.

Item Type: Journal Item
Copyright Holders: 2011 Taylor & Francis
ISSN: 1743-9892
Keywords: game‐based learning; struggling readers; primary school children; parents; family learning; drill and practice; literacy
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 47644
Depositing User: Wayne Holmes
Date Deposited: 24 Oct 2016 09:30
Last Modified: 07 Dec 2018 10:45
URI: http://oro.open.ac.uk/id/eprint/47644
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU