Abstract:

Background:
Learning, even pre-pandemic, has been steadily morphing with the proliferation of online tools such as digital educational apps which have been demonstrated as positive in various contexts (Furenes, Kucirkova & Bus, 2021; Kim, Gilbert, Yu & Gale, 2021). The current study investigates the use of a simple gamified reading application that serves solely as a virtual avatar (a dog) for shared storybook reading. It is hypothesised that the avatar will serve as a “social mediator,” in a similar way traditional shared storybook reading does, helping children to engage more deeply with their reading material. Utilising the avatar as a motivator may help make reading more enjoyable for children, potentially improving learning and plasticity. Given that the addition of ‘gaming’ aspects in learning have been shown to have tangible learning gains that go beyond the content of the generic training, we expect this kind of training will result in tangible reading improvements compared to standard reading approaches (Juntilla et al., 2022).

Methods:
The current experiment follows a pre-test, post-test control group design. Participants are randomly assigned to either the experimental group, who will use the application during their reading, or a control group who will read independently and out loud. Samples of researcher-selected read text are analysed pre and post intervention to determine how the application influenced participants’ ability to read fluently. Measures of reading attitudes, motivation and social presence are included as potential mediators of reading fluency development.

Results:
The present study is currently in-progress. Preliminary results show that there is an improvement in reading fluency from the pre-test to the post-test which could be interpreted as evidence that the simple gamified application is effective in fostering learning and plasticity in the reading-related neural pathways of the brain. It is expected that reading motivations, attitudes, socioeconomic status, and perceived social presence with the avatar will moderate this improvement of reading fluency. Conversely, no improvement or reduction in reading fluency could be interpreted as evidence that the application is not effective in fostering learning and plasticity.

Conclusion:
The results of this study could form the basis for more advanced investigation of simple gamified reading applications, their features (UX/UI) and their function improving motivation, engagement and functional reading improvements in children. The current study has the potential to form a bottom-up investigation of features/applications to improve reading learning and increase plasticity.

References:
[1] Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of educational research, 91(4), 483-517.
[2] Junttila, K., Smolander, A-R., Karhila, R., Giannakopoulou, A., Uther, M., Kurimo, M., Ylinen, S. (2022) Gaming enhances learning-induced plastic changes in the brain, Brain and Language, 230, https://doi.org/10.1016/j.bandl.2022.105124.
[3] Kim, J., Gilbert, J., Yu, Q., & Gale, C. (2021). Measures matter: A meta-analysis of the effects of educational apps on preschool to grade 3 children’s literacy and math skills. AERA Open, 7, 23328584211004183.

Keywords:

Smart reading, gamified learning, reading app, plasticity, educational tech tool.