Publication
Recent developments on apps targeting reading difficulties
| dc.contributor.author | Sucena, Ana | |
| dc.contributor.author | Marques, Cátia | |
| dc.contributor.author | Falcão-Carneiro, João | |
| dc.contributor.author | Abreu, Paulo | |
| dc.contributor.author | Restivo, Maria Teresa | |
| dc.date.accessioned | 2024-07-03T14:58:30Z | |
| dc.date.available | 2024-07-03T14:58:30Z | |
| dc.date.issued | 2023-03-22 | |
| dc.description.abstract | Several studies have proved the efficacy of computer-assisted interventions in Education, but few studies have so far evaluated its impact on reading acquisition. In this study, we aim to provide a recent overview regarding effective serious games to promote reading acquisition. GraphoGame was the pioneer tool with positive effects in reading acquisition in different orthographies. This game is organized according to a hierarchy of levels and items with increasing difficulty. Children’s progress along the game depend upon their learning. This game has several advantages such as the ludic component of teaching and the immediate feedback. The I Read game is a more recent app developed to promote reading acquisition. The I Read includes timed games to be played with positive reinforcement strategies. This app includes precise feedback – 1 to 3 stars – depending on the child’s performance. The Piggy Bank app is an application focused on spelling acquisition. This App adds a new dimension of interactivity regarding the previous. It was developed with a response selection associated with an accelerometer that allows the child to choose the accurate items by moving the screen. This study intends to contribute to support educators so they may access reliable tools to promote reading and spelling acquisition, as well as to inspire colleagues in developing new technology-based tools to promote reading acquisition. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Sucena, A., Marques, C., Falcão-Carneiro, J., Abreu, P., & Restivo, M. T. (2023). Recent developments on apps targeting reading difficulties. Em M. E. Auer, W. Pachatz, & T. Rüütmann (Eds.), Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022) (pp. 692–700). Springer International Publishing. https://doi.org/10.1007/978-3-031-26876-2_65 | pt_PT |
| dc.identifier.doi | 10.1007/978-3-031-26876-2_65 | pt_PT |
| dc.identifier.isbn | 978-3-031-26875-5 | |
| dc.identifier.isbn | 978-3-031-26876-2 | |
| dc.identifier.uri | http://hdl.handle.net/10400.22/25730 | |
| dc.language.iso | eng | pt_PT |
| dc.publisher | Springer | pt_PT |
| dc.relation.publisherversion | https://link.springer.com/chapter/10.1007/978-3-031-26876-2_65 | pt_PT |
| dc.subject | Serious games Reading | pt_PT |
| dc.subject | Computer-assisted interventions | pt_PT |
| dc.subject | Spelling | pt_PT |
| dc.subject | Reading difficulties | pt_PT |
| dc.title | Recent developments on apps targeting reading difficulties | pt_PT |
| dc.type | conference object | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 700 | pt_PT |
| oaire.citation.startPage | 692 | pt_PT |
| oaire.citation.title | Learning in the Age of Digital and Green Transition, Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 1 | pt_PT |
| oaire.citation.volume | 1 | pt_PT |
| person.familyName | Sucena | |
| person.givenName | Ana | |
| person.identifier | 773106 | |
| person.identifier.ciencia-id | 4A11-4C4E-038B | |
| person.identifier.orcid | 0000-0002-5785-8679 | |
| person.identifier.scopus-author-id | 13004264100 | |
| rcaap.rights | closedAccess | pt_PT |
| rcaap.type | conferenceObject | pt_PT |
| relation.isAuthorOfPublication | 9c5d0144-b192-4b39-93a2-9a298a5ced2b | |
| relation.isAuthorOfPublication.latestForDiscovery | 9c5d0144-b192-4b39-93a2-9a298a5ced2b |