We are delighted to announce that a recent special issue on Technology-Mediated Personalised Learning for Younger Learners from the British Journal of Educational Technology features three different articles spotlighting research from across the iRead Project.
iRead members from UCL and NTUA have written about “Designing for ‘challenge’ in a large-scale adaptive literacy game for primary children” which reflects on the design process we followed to develop the Navigo game with a particular focus on the adaptive aspects of the design. The paper contributes a set of design recommendations to guide researchers and designers in taking a multidimensional view of challenge.
iRead members from University of Barcelona have described their research exploring the differences between the adaptive and teacher-led modes of the Navigo game in the article “Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy“. This paper sheds light on how games can be designed with different degrees of intervention by teachers.
The team from DHBW discuss how teachers participating in the German pilot have appropriated the Navigo game in the classroom in their paper “Appropriation of adaptive literacy games into the German elementary school classroom“. In this work they identified four teacher ‘personas’ which have implications for the level of support required to enable successful appropriation of the technology.
All papers have been published open-access and so can be accessed without a subscription or fee payment.
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