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RESEARCH PRODUCT

The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools

Francis SampaUlla RichardsonJacqueline Jere-folotiyaRobert SerpellHeikki LyytinenJonathan MunachakaJari WesterholmChristopher YalukandaTamara Chansa-kabali

subject

VocabularyComputer sciencemedia_common.quotation_subjectMathematics educationAchievement testCompetence (human resources)LiteracySpellingOrthographyVocabulary developmentEducationmedia_commonCognitive test

description

This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various intervention groups (N = 259). GraphoGame™ was administered on cellphones to students at their schools under supervision. Each student in the study was assessed using a battery of locally developed cognitive tests that measured emergent literacy skills (Orthography test), decoding competence (Spelling test), vocabulary (Picture Vocabulary Test—PVT) and arithmetic (Zambia Achievement Test—ZAT). There was a positive effect of the game for the Spelling test—which closely targeted the skill GraphoGame™ is designed to promote. The most effective intervention combined exposure of both the teachers and the students to the game. Initial letter knowledge was a good predictor of final letter knowledge on GraphoGame™.

https://doi.org/10.1007/s11423-014-9342-9