Abstract:

Vocabulary is one of five core components of early reading development and reading comprehension. Children enter school with substantial variations in vocabulary knowledge, which do not disappear over time. Vocabulary not only influences reading achievement but also affects the emotions experienced while reading as well the children’s attitude towards reading. Although non-digital interventions in this area have been described as efficient, the research on technology- integrated interventions is very limited. Technological tools are capable of increasing skill and motivation thus expanding reading experiences and exposures. This may be a key to closing the gaps in reading achievements and stopping the negative reading cycle of students at risk for language and literacy difficulties.

The goal of the present study was to investigate the effect of practicing with different technological tools i.e., digital worksheet versus digital games, on the vocabulary achievements and academic emotions among third grade students with different reading profiles.

Methods:
The study included 90 third grade students. The participants were assigned to three learning groups: two practice groups and a control group. One practice group was given a digital worksheet and the other practice group, a digital game. The control group did neither task. There were no significant differences between the groups in their reading abilities and vocabulary achievements. Vocabulary tests were conducted pre- and post- intervention. After the practice session, the participants of each intervention group were asked to rate their level of emotions experienced during the practice.

Results:
Students with different reading abilities respond differently to practice, both due to the type of practice and due to certain underlying features. The students that practiced with digital worksheets and digital games showed significant gains in vocabulary knowledge compared to the control group. There was no significant difference in vocabulary gain score between the digital worksheet vs. the digital games.

High levels of positive emotions (enjoyment, interest, calm), and low negative emotions (anxiety, anger, fatigue, boredom) were reported in both digital practice groups. In addition, practice with computer games showed a significant difference in the level of interest.

Our findings showed that practice with digital tools promotes vocabulary knowledge and increases positive academic emotions. Moreover, it contributes to the understanding that it is not just a matter of enjoyment, but rather a range of emotions that influence the learning experience. Also, the learning experience is influenced by the characteristics of the digital tool and the learners’ reading profile. Further research is needed to examine the impact of repeated practice on achievements as well as vocabulary in the long-term.

Keywords:

Digital tools, worksheet vs. games, practice modalities, vocabulary achievements, third grade students, academic emotions.