Examining the Impact of ABRACADABRA (ABRA), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China

Autor/inn/en	Guo, Xin; Cheung, Alan C. K.; Abrami, Philip C.; Wade, Anne
Titel	Examining the Impact of ABRACADABRA (ABRA), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China
Quelle	In: Educational Technology Research and Development, 71 (2023) 3, S.1297-1322 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Xin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10185-5
Schlagwörter	Foreign Countries; Elementary School Students; Grade 3; Rural Schools; Web Based Instruction; Literacy Education; Program Effectiveness; Educational Researchers; Teacher Attitudes; Local Issues; Reading Achievement; Reading Instruction; Control Groups; English (Second Language); Disadvantaged Schools; Game Based Learning; China + Suchen Sie Ihr Suchwort? Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Web Based Training; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrerverhalten; Leseleistung; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study investigated the effectiveness of ABRACADABRA (ABRA), a web-based literacy program, developed by the Center for the Study of Learning and Performance at Concordia University, in facilitating the literacy attainment of third-grade primary school students in an area of rural China. Researchers shared the experiences of localizing ABRA to make it more readily accepted by the regional teachers. Ten schools (five experimental, five control) with 339 students participated in a one-year-long matched control study; participants in both groups took pre- and post-intervention tests. The treatment group outperformed the controls on all six key reading outcomes: Phonological Awareness (ES = +0.64), Phonemic Awareness (ES = +0. 57), Early Literacy Skills (ES = +0.70), Initial Letter Sound Fluency (ES = +0.38), Segmenting (ES = +0.81), and Non-word Reading (ES = +0.92). These outcomes suggest ABRA is effective in a context where English is used as a foreign language, and the learning resources are limited. ABRA is useful in facilitating the integration of information and communication technologies (ICTs) into the course syllabus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01