Danube-University Krems (AUSTRIA)
About this paper:
Appears in: ICERI2023 Proceedings
Publication year: 2023
Pages: 5090-5098
ISBN: 978-84-09-55942-8
ISSN: 2340-1095
doi: 10.21125/iceri.2023.1280
Conference name: 16th annual International Conference of Education, Research and Innovation
Dates: 13-15 November, 2023
Location: Seville, Spain
This research paper investigates the potential of game-based learning and informal assessment as means to enhance language and cognitive skill acquisition, particularly in preschool and primary school learners. It proposes that these methods can be especially beneficial for students from diverse cultural backgrounds, languages, and abilities, often neglected in traditional educational models.

Our methodology draws from the dynamic assessment theoretical framework, highlighting the use of pedagogically designed, medical-based multilingual software tools (piccoLOG and eduLOG) as avenues for efficient and individualized instruction. We employ Markus Sperka's four-perspective model as a comprehensive evaluation tool to assess the applicability of these software tools across various cognitive, behavioural, and social dimensions in diverse learning environments. These tools also show promise in accommodating unique learning needs, including those of students with communication disabilities, emphasizing early identification and intervention to prevent lifelong difficulties.

Furthermore, we highlight piccoLOG's playful, age-appropriate approach to assessing linguistic and cognitive abilities in children, in contrast to the more structured testing grid of eduLOG.

Our findings categorize into four main sections: mechanistic, pedagogical-psychological, organizational, and systemic. Mechanistic outcomes focus on often overlooked anatomical and mechanistic prerequisites of learning. Pedagogical-psychological findings stress the role of game-based learning in facilitating effective, personalized instruction. Organizational outcomes consider how such tools can contribute to individual learner management in group settings, while systemic outcomes emphasize these tools' potential to promote lifelong learning and address educational inequality.

We propose that implementing these computer-based diagnostic tools aligns with and supports the achievement of United Nations Sustainable Development Goals (SDGs) 3, 4, and 10, advocating for health, quality education, and reduced inequalities respectively.

The paper concludes with a discussion on eduLOG's diagnostic capability to continually assess learning prerequisites, thereby mitigating issues such as functional illiteracy and dementia. The findings suggest that these tools facilitate a better understanding of the mechanistic learning requirements often neglected or assigned to other professions in pedagogy. Overall, our research indicates that the use of algorithmic decision aids via game-based learning could augment pedagogical expertise, allowing for better management, planning, and support for learners of varying backgrounds and abilities
Informal assessment, Dynamic assessment, Early childhood education, Computer-based diagnostic tools, Game-based learning & assessment, lifelong learning.