Search results for "oppimispelit"

Effects of the Portuguese Graphogame on reading, spelling, and phonological awareness in second graders struggling to read

2020

The interest in computer-assisted interventions to promote literacy has increased over the years. In this study, we developed the Portuguese version of the GraphoGame Fluent and tested its effects on reading, spelling, and phonological awareness. Second graders struggling to read were randomly assigned to two groups: GraphoGame Fluent group (n = 15), which received a computer-assisted remedial reading intervention, or GraphoGame Math group (n = 15), which received a computer-assisted numeracy intervention. An additional, non-playing group, composed by second graders without reading difficulties, was formed (business-as-usual group, n = 15). Results showed clear benefits of GraphoGame on spe…

Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School

2022

International audience; Purpose: This study was designed to assess the efficiency of a French version of GraphoGame (GG) against an equally engaging math intervention (Fiete Math, FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two different cohorts who used GG or FM for about four months four times a week for 30 minutes. Gains in reading and mathematics were assessed before and after intervention. Given the nested nature of the data, results were analyzed using hierarchical linear mixed effect models with intervention and initial pretest level as fixed effects and individuals and c…

Computerized reading fluency assessment : task validity and the strongest discriminators of fluency skills among second-graders

2015

This study examines how well computerized reading fluency assessment measures correspond to the more traditional pen-and-paper methods; and which computerized measures best discriminate between children poor reading fluency skills and the control group. The study was conducted in Finland among 203 second-graders, i.e. 7-8 year olds. The children were divided into two groups: the at-risk for reading difficulties group and control group, based on their standardized score on word-level fluency test. 36 of the participants placed in the ‘at-risk’ group, and 167 in the control group. On the course of the study, the participants conducted various tasks in a computerized, interactive GraphoGame le…

Response to computer-assisted intervention in children most at risk for mathematics difficulties

2015

Evidence of an association between poor early number skills and a high risk for later difficulties in mathematics manifests a need for both early identification of risk and effective prevention of difficulties. However, only a few theory-based assessment and progress monitoring tools, and intervention methods are avail able for this purpose in Finnish pre-primary education. This thesis aimed to examine to what extent a theory-based computer-assisted intervention method (GraphoGame Math, GGM) can support early number skills development in children (6௅7-year-olds) most at risk for mathematics difficulties (MD; defined as performance below the 10th percentile). The specific aims were threefold…

Myrkkymysteeri : toiminnallinen demokratiakasvatuspeli

2022

Lasten ja nuorten sosiaalisen median ongelmatilanteet ja tarvittavat turvataidot

2023

Kouluikäiset lapset ja nuoret viettävät päivittäin useita tunteja erilaisilla sosiaalisen median alustoilla (EU Kids, 2020). Keskeisenä kasvu- ja toimintaympäristönä sosiaalinen media (some) luo mahdollisuuksia muun muassa toimijuudelle, oppimiselle ja vuorovaikutukselle, mutta myös erilaisten ongelmatilanteiden rakentumiselle ja kohtaamiselle. Nettikiusaaminen, virheellisen tiedon tai vaarallisten some-haasteiden kohtaamisnen ovat esimerkkejä yleisistä somen ongelmatilanteista. Sosiaalisen median turvataidot ovat nykyajan kansalaistaitoja, joita voidaan opettaa kouluissa esimerkiksi terveystiedon oppitunneilla pelillisin keinoin. nonPeerReviewed

"Let's do this together and see what we can come up with!" : Teachers' Views on Applying Game-based Pedagogy in Meaningful Ways

2015

Game-based pedagogy offers a promising approach to renewing school education and making it more engaging. However, teachers’ ways of using game-based pedagogy have been rather traditional, not making use of its full potential. This paper presents initial findings on the experiences of teachers who participate in a project that aims to promote the meaningful use of game-based pedagogy. The findings suggest that game-based pedagogy could indeed play a key role in changing traditional practices in schools. Game-based approaches can support differentiated instruction, enhance pupils’ motivation and effort, provide new perspectives to assessment, and transform traditional roles in the classroom …

Auditiivisen ja kielellisen harjoittelun vaikutus kolmannella luokalla olevien heikkojen lukijoiden lukutaitoon

2012

Challenges Associated with Reading Acquisition in Sub-Saharan Africa : Promotion of Literacy in Multilingual Contexts

2019

Heikki Lyytinen and his co-authors note the problems of poorly trained teachers and large class sizes in Africa. Drawing on experience in Zambia, they present a case study of a digital game that can help overcome these problems and lead to more effective literacy instruction, particularly for students facing barriers to learning how to read. peerReviewed

Digitaalisen pelaamisen käytäntöjä esiopetuksessa : kasvattajat ja tabletit valmiina, peli alkaa!

2018

Digitaaliset pelit tekevät tuloaan suomalaiseen esiopetukseen. Tämän tutkimuksen tarkoituksena on selvittää, kuinka paljon, millaisia ja missä tilanteissa digitaalisia pelejä esiopetuksessa pelataan sekä kuinka kasvattajiin ja toisaalta heidän työympäristönsä voimavaroihin liittyvät tekijät ovat yhteydessä pelaamisen useuteen esiopetuksessa. Tutkimuksen aineisto kerättiin verkkokyselyllä ja aineistonkeruussa hyödynnettiin ammattijärjestöjä ja sosiaalista mediaa. Tutkimukseen osallistui yhteensä 94 esiopetuksessa työskentelevää kasvattajaa. Aineiston analyysi toteutettiin määrällisesti ja keskeisimpänä menetelmänä oli lineaarinen regressioanalyysi. Eri esiopetusryhmien välillä oli suuria ero…