Word Reading and Writing Assessment in Preschool Using Video Game Analytics Data

• In Event: AERA Poster Session 11
  In Poster Session: Division H Section 3 Poster Session 1: Perspectives on Assessment in Schools

Abstract

We examined analytics data extracted by 20 digital video games seeking to identify which kinds of early literacy activities and game themes are more associated with students’ word reading and writing skills. We also evaluated the influence of using visual cues in the games. The 331 students from 27 classrooms played the games and were individually assessment. Our multilevel model revealed that letter-sound, reading, and writing games were significant predictors of students reading and writing scores. We found no relation between the game theme and the significance of the games. All of the six games which were significant predictors employed visual cues, suggesting that assessment games for preschool students need to employ graphical representations to reduce cognitive load.

Authors

• Americo Nobre Goncalves Ferreira Amorim, Escribo Innovation for Learning

• Lieny Jeon, Johns Hopkins University

• Yolanda Abel, Johns Hopkins University

• Rodrigo Lins Rodrigues, Universidade Federal Rural de Pernambuco

• Jose R. Oliveira Neto, Escribo - Innovation for Learning

• Renan P. G. Lima

• Felipe Manga