TY - JOUR
T1 - Moved to learn
T2 - The effects of interactivity in a Kinect-based literacy game for beginning readers
AU - Homer, Bruce D.
AU - Kinzer, Charles K.
AU - Plass, Jan L.
AU - Letourneau, Susan M.
AU - Hoffman, Dan
AU - Bromley, Meagan
AU - Hayward, Elizabeth O.
AU - Turkay, Selen
AU - Kornak, Yolanta
N1 - Funding Information:
This research was in part supported by a grant to the Games for Learning Institute from Microsoft Games Studios , who also provided the digital reading games that were used in the study. Any opinions expressed within the manuscript are solely those of the authors and do not necessarily reflect those of Microsoft Games Studios.
PY - 2014/5
Y1 - 2014/5
N2 - Reading to young children has a number of benefits, including supporting the acquisition of vocabulary and literacy skills. Digital reading games, including ones with new modes of interface such as the Kinect for Xbox, may provide similar benefits in part by allowing dynamic in-game activities. However, these activities may also be distracting and detract from learning. Children (ages 5-7 years, N = 39) were randomly assigned to either i) jointly read a story with an adult, ii) have the story read by a character in a Kinect game, or iii) have the story read by a character in a Kinect game plus in-game activities. Both Kinect-Activities and Book Reading groups had significant gains for High Frequency Words, Active Decoding, and Total Reading Score, but only Kinect-Activities group had significant gain for Sight words (p <.05). Overall, these findings are encouraging for the next generation of digital literacy games.
AB - Reading to young children has a number of benefits, including supporting the acquisition of vocabulary and literacy skills. Digital reading games, including ones with new modes of interface such as the Kinect for Xbox, may provide similar benefits in part by allowing dynamic in-game activities. However, these activities may also be distracting and detract from learning. Children (ages 5-7 years, N = 39) were randomly assigned to either i) jointly read a story with an adult, ii) have the story read by a character in a Kinect game, or iii) have the story read by a character in a Kinect game plus in-game activities. Both Kinect-Activities and Book Reading groups had significant gains for High Frequency Words, Active Decoding, and Total Reading Score, but only Kinect-Activities group had significant gain for Sight words (p <.05). Overall, these findings are encouraging for the next generation of digital literacy games.
KW - Dialogic reading
KW - Digital games
KW - E-book
KW - Gesture-based interactions
KW - Literacy
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U2 - 10.1016/j.compedu.2014.01.007
DO - 10.1016/j.compedu.2014.01.007
M3 - Article
AN - SCOPUS:84894224730
SN - 0360-1315
VL - 74
SP - 37
EP - 49
JO - Computers and Education
JF - Computers and Education
ER -