Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research
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URI: http://hdl.handle.net/10835/17359
ISSN: 0891-4222
DOI: https://doi.org/10.1016/j.ridd.2023.104603
ISSN: 0891-4222
DOI: https://doi.org/10.1016/j.ridd.2023.104603
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Rodríguez Ferrer, José Miguel; Manzano León, Ana; Aguilar Parra, José Manuel; Cangas Díaz, Adolfo JavierDate
2023Abstract
Background: Gamification and game-based learning can provide motivating learning opportunities.
The scientific literature suggests that these play strategies could be supportive tools for the
learning of students with diagnosed dyslexia.
Aims: This study compares the effectiveness of an educational gamification and game-based
learning (GBL) methodology versus a transmissive methodology for the improvement of
reading processes and academic performance in the subject of Spanish Language and Literature in
Spanish high school students with dyslexia.
Methods and Procedures: Longitudinal quasi-experimental research was conducted with control
and experimental groups. Ninety students with a mean age of 14.22 years (SD = 0.95) participated
in the study. The assessment instruments used were the PROLEC-SE reading process
assessment battery and academic performance through subject grades. The intervention with the
experimental group consisted of gamification and GBL of 15 one-hour sessi...
Palabra/s clave
Gamification
Game-Based Learning
Dyslexia
High school
Reading assessment