Abstract:

Background:
Learning paradigms, both pre- and post-pandemic, have been steadily morphing with the widespread integration and proliferation of digital educational tools (Chatterton, 2022; Decuypere et al., 2021, Leinonen et al., 2016). Amidst the plethora of applications/games/Massive Open Online Courses (MOOCs), the effectiveness of educational applications has indeed been affirmed 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, with basic visual feedback and very limited interactivity. 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. The current study also forms part of a specific investigation on the digitalisation of education, delving into the comparative dynamics between a digitally enhanced approach to reading practice, through the utilisation of a gamified virtual avatar, and a more traditional method of reading practice for children, shared storybook reading.

Method:
This experiment utilises a pre-test, post-test control group design, randomly assigning participants to either an experimental group using a reading application or a control group reading independently. Pre- and post-intervention, researcher-selected text samples are analysed to assess the impact on participants' reading fluency. Measures of reading attitudes, motivation, and social presence are considered as potential mediators. The remote experiment employs a recording method developed by the researcher (Wilsdon et al., 2022). Analysis of voice recordings follows a method by De Jong et al. (2022).

Design:
The current experiment follows a mixed group design with time of testing (pre- vs post- intervention) as repeated measures and group (experimental vs control) as between-subjects factors.

Participants:
The sample consisted of 18 children between the ages of 7 and 9 (M = 7.9, SD = 0.8726), with 10 females and 8 males. Participants were convenience sampled. Exclusion criteria included a diagnosis with Speech & Language disorder, although one participant is now being screened and was not officially diagnosed at the time of the study. Control group participants are being recruited as data collection is ongoing and is anticipated to conclude shortly.

Procedure:
For the experimental group, participants used the ‘Luppakorva’ Reading app designed by Outloud to support reading. The intervention group used the app for two consecutive weeks. The control group read to a caregiver only. Both groups were instructed to read for 10 minutes per day.

Results:
The present study is currently in-progress. Preliminary results show a significant positive correlation between Engagement and Social Presence (Behavioural and Psychological Involvement), suggesting that as engagement levels increase, so does both the behavioural and psychological manifestations of social presence, enhancing social interaction and emotional connections during shared storybook reading.

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.

Keywords:

Reading, child participants, reading motivation, digital avatar.