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Gilabert, R., Israelsson, D., Serra, J, Pattemore, M, Feijoo Sa. Castellví, J. (2021). Game-based learning and the development of reading skills in EFL. Paper presented at the EuroSLA 30 Conference. 

Serra, J. & Gilabert, R. (2021). Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy. British Journal of Educational Technology. 

Revesz, A., Bunting, L., Florea, A., Gilabert, R., Hård af Segerstad, Y., Mihu, I.P., Parry, C., Benton, L. and Vasalou, A. 2021. The Effects of Multiple-Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi-Site Study. In: TESOL Quarterly (2021)

Bunting, L., Hård af Segerstad, Y. and Barendregt, W. 2021. Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom. In: International Journal of Child Computer Interaction, 27 (2021)

Fleck, R., Vasalou, A., Stasinou, K. 2020. Tablet for Two: How do Children Collaborate around Single Player Tablet Games? In: International Journal of Human-Computer Studies, 145 (2021)

Pattemore, M. & Gilabert, R. (2020) Cognitive Engagement with Feedback in a Serious Literacy game. Paper presented at the EuroCALL Conference.

El Naggar, Bassant, and Kay Berkling. “Designing a gamified reading app with pupils in elementary school.CALL for widening participation: short papers from EUROCALL 2020 (2020): 63.

Fayed, Karim, Birgit Franken, and Kay Berkling. “Understanding the use of eye-tracking recordings to measure and classify reading ability in elementary children school.” CALL for widening participation: short papers from EUROCALL 2020 (2020): 69.

Revesz, A., Vasalou, M., Florea, M., Gilabert, R., Bunting, L., Segerstad, Y., Mihu, I., Parry, C., Benton, L. 2020. The effects of textual enhancement on development in L2 derivational morphology: A multi-site longitudinal study.

K. Berkling, H. Kermes (2020) LEARNING TO TAKE THE NEXT STEP: KNOWLEDGE ACQUISITION OF ORTHOGRAPHIC PATTERNS IN SERIOUS GAMES WITH IMMEDIATE FEEDBACK, EDULEARN20 Proceedings, pp. 4883-4891.

Knorr, Nancy, and Kay Berkling. “Comparing pupils and teacher’s reflections on iRead tablet-based literacy games in a German elementary school.CALL for widening participation: short papers from EUROCALL 2020 (2020): 161.

Vezzoli, Y., Mavrikis, M., and Vasalou, A. 2020. Inspiration Cards Workshops with Teachers in Early Co-Design Stages of Learning Analytics. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (LAK ’20). Association for Computing Machinery, New York, NY, USA, 73–82.

Serra, J. (2020). The development of reading skills in a second language through gamification: the role of adaptivity. Eurosla 29, Lund (Sweden). 

Serra, J. & Gilabert, R. (2020). Development of L2 reading skills in digital game-based learning: Comparing teacher and automatic adaptivity. IDC Conference. London (online).

Berkling, K.K., and Gilabert, R. 2019 Transfer of Educational Skills from Games to Classroom tasks – A Case Study using iRead to Improve Reading and Writing. Workshop paper presentation at GamiLearn 2019 conference. October 22, 2019. Barcelona, Spain.

Pattemore, M. & Gilabert, R. (2019). Elaborative Feedback in L2 Reading Games: Do different types of feedback impact game behaviour and second language learning? Paper presented at the 29th Annual Conference of the European Second Language Association (EuroSLA 29). Lund (Sweden). 

Pattemore, M. & Gilabert, R. (2019). Elaborative feedback in serious literacy games. Paper presented at the New Zealand Linguistic Society Conference. Christchurch (New Zealand).

Pattemore, M., Gilabert, R., and Serra, J. 2019 Elaborative Feedback in L2 Reading Games. Workshop paper presentation at GamiLearn 2019 conference. October 22, 2019. Barcelona, Spain.

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Sumner, E., Herbert, E., Benton, L., Joye, N., Mavrikis, M. and Vasalou, A. (2018). How critical engagements with design can identify gaps and create new evidence: A case study of the iRead project. Poster presented at the 1st ELN Literacy Summit, Porto (Portugal).

Droutsas, S., Patsilinakos, P. and Symvonis, A. (2018). Interactive personalized ebooks for education. In IISA 2018, 23-25 July, Zakynthos, Greece. IEEE Xplore: 1-8.

Benton, L., Varotsis, G. & Vasalou, A. (2018). Leading by example: Exploring the influence of design examples on children’s creative ideation. International Journal of Human-Computer Studies, 122, 174-183.

Renslow, T & Neumann, G. (2018) LIGHTREL at SemEval-2018 Task 7: Lightweight and Fast Relation Classification. International Workshop on Semantic Evaluation, Association for Computational Linguistics, 778–782, New Orleans, Louisiana.

Vezzoli, Y., Vasalou, A & Porayska-Pomsta, K. (2018). Dyslexia in SNS: An Exploratory Study to Investigate Expressions of Identity and Multimodal Literacies. Proc. ACM Hum.-Comput. Interact. 1, CSCW, Article 103 (December 2017), 14 pages.

Feijoo, S., Gilabert, R., Castellví, J. & Ramis, A. (2018). Digital games and young learners’ reading skills in L1 and L2: The role of feedback. Poster presented at the 28th Annual Conference of the European Second Language Association (EuroSLA 28). Münster (Germany).

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