在西班牙患有阅读障碍的青少年中,游戏化和基于游戏的学习的有效性:一个纵向的准实验研究
José M Rodríguez-Ferrer1, Ana Manzano-León2, José Manuel Aguilar-Parra2
1Health Research Centre, Department of Psychology, University of Almería, Almería, Spain; Universidad Isabel I, www.ui1.es, España.
Research in developmental disabilities
|September 23, 2023
概括
游戏化和基于游戏的学习 (GBL) 在阅读障碍的高中生中显著改善了阅读技能和学业表现. 这些有趣的策略为这些学生群体的有意义的学习提供了有效的支持.
科学领域:
- 教育心理学教育心理学
- 学习的神经科学学习的神经科学.
- 特殊教育 特殊教育
背景情况:
- 游戏化和基于游戏的学习 (GBL) 提供了激励性的教育机会.
- 现有的文献表明,这些游戏策略可以支持阅读障碍学生.
研究的目的:
- 为了比较游戏化和GBL与传统方法的有效性.
- 评估阅读过程和学业成绩的改善.
- 专注于被诊断患有阅读障碍的西班牙高中生.
主要方法:
- 纵向准实验设计与控制和实验组.
- 90名患有阅读障碍的高中生 (平均年龄14.22岁) 参加了这项研究.
- PROLEC-SE阅读评估和学术成绩被用于评估.
主要成果:
- 实验组在阅读技巧和学业表现方面显著改善.
- 与对照组相比,游戏化和GBL带来了更大的收益.
- 大多数阅读技能都得到了改善,对伪词速度的影响较小.
结论:
- 游戏化和GBL是有效学习的有价值的工具,在学生的阅读障碍.
- 游戏式学习策略增强了有意义的教育体验.
- 这项研究支持将GBL纳入阅读障碍特殊教育.
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