Algorithmic versus Teacher-Led Sequencing in a Digital Serious Game and the Development of Second Language Reading Fluency and Accuracy

Autor/inn/en	Serra, Judit; Gilabert, Roger
Titel	Algorithmic versus Teacher-Led Sequencing in a Digital Serious Game and the Development of Second Language Reading Fluency and Accuracy
Quelle	In: British Journal of Educational Technology, 52 (2021) 5, S.1898-1916 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serra, Judit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13131
Schlagwörter	Educational Games; Computer Games; Second Language Instruction; English (Second Language); Individualized Instruction; Computer Assisted Instruction; Game Based Learning; Reading Fluency; Accuracy; Instructional Design; Mathematics; Computation; Reading Skills; Language Tests; Pretests Posttests; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Individualisierender Unterricht; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematik; Reading skill; Lesefertigkeit; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Recent years have seen a surge of calls for personalization of education. Automatised adaptivity in serious games has been advocated as a potential instantiation of such calls. Yet little is known about the extent to which personalised learning through automatised adaptivity poses an advantage for language learning over generalised teacher-led sequencing in digital, game-based learning environments. The goal of this paper is to address this question by comparing the learning outcomes in reading accuracy and fluency of didactic sequences designed by EFL teachers or by an adaptive algorithm. A total of 67 participants completed several proficiency and reading skills pretest and posttest and used the iRead system for 6 months. Results showed that all learners made progress in reading skills, but no significant differences were found between the two sequences in relation to the development of reading skills. It was also shown that adaptivity works best if it leads to increase in the number of games per feature. Results are discussed in the context of previous findings, and the role of adaptivity and sequencing is critically assessed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01