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

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2022-03-16 DOI:10.1080/10888438.2022.2052884

Julie Lassault, L. Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, U. Richardson, H. Lyytinen, J. Ziegler

{"title":"Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School","authors":"Julie Lassault, L. Sprenger-Charolles, Jean-Patrice Albrand, Edouard Alavoine, U. Richardson, H. Lyytinen, J. Ziegler","doi":"10.1080/10888438.2022.2052884","DOIUrl":null,"url":null,"abstract":"ABSTRACT Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"26 1","pages":"449 - 468"},"PeriodicalIF":2.9000,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scientific Studies of Reading","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10888438.2022.2052884","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

Abstract

ABSTRACT Purpose This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and classes as random effects. Results We found positive intervention effects of GG on phoneme awareness (effect size, ES = 0.23), orthographic choice (ES = 0.27) and word reading fluency (ES = 0.18). FM had a significant effect on math achievement (ES = 0.28) but not number comparison. Correlations between intervention gains and game variables (overall accuracy, number of levels played) suggest that the effects of GG were specific. Conclusions Positive effects for focused digital reading and math interventions were found in a large school sample of children from socially disadvantaged neighborhoods.

查看原文本刊更多论文

图形游戏对小学计算机辅助数学干预效果的检验

摘要目的本研究旨在评估法语版GraphoGame (GG)在一大批来自社会经济弱势社区的一年级儿童(N = 921)的数学干预(Fiete math, FM)中的效率。方法对两组使用GG或FM的患者进行为期4个月的干预，每周4次，每次30分钟。在干预前后评估阅读和数学方面的进步。考虑到数据的嵌套性质，采用分层线性混合效应模型对结果进行分析，其中干预和初始前测水平为固定效应，个体和类别为随机效应。结果GG对音素意识(效应量，ES = 0.23)、正字法选择(ES = 0.27)和单词阅读流畅性(ES = 0.18)有积极的干预作用。FM对数学成绩有显著影响(ES = 0.28)，但对数字比较无显著影响。干预收益与游戏变量之间的相关性(总体准确性、玩的关卡数)表明，GG的效果是特定的。结论:在大量来自社会弱势社区的儿童学校样本中，发现了集中的数字阅读和数学干预的积极效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.