This intervention study was conducted to document conditions under which a computer-based literacy game (GraphoGame) could enhance the literacy skills of first-grade students in an African city. The game demonstrated a positive effect for the spelling test. The most effective intervention combined exposure of both the teachers and the students to the game.
Authors: Jacqueline Jere-Folotiya, Tamara Chansa-Kabali, Jonathan C. Munachaka, Francis Sampa, Christopher Yalukanda, Jari Westerholm, Ulla Richardson, Robert Serpell & Heikki Lyytinen
Source: Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J.C., Sampa, F., Yalukanda, C., Westerholm, J., Richardson, U., Serpell, R., & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417-436. DOI: 10.1007/s11423-014-9342-9
This intervention study was conducted to document conditions under which a computer-based literacy game (GraphoGame) could enhance the literacy skills of first-grade students in an African city. The participants were 573 first-grade students from government schools who were randomly sampled into control (n = 314) and various intervention (n = 259) groups. GraphoGame was admistered on mobile phones to students at their school under supervision. There was a positive effect of the game for the Spelling test. The most effective intervention combined exposure of both teachers and students to the game. Initial letter knowledge was a good predictor of final letter knowledge on GraphoGame.
The present study
This paper reports on the findings of an applied research project entitled Reading Support for Zambian Children (RESUZ). The objective was to assess the efficiency and effectiveness of a supplementary, computer-mediated learning resource in the form of a phonics game (GraphoGame) played on a hand-held device (mobile phone).
The goals of the study were as follows:
Participants were 573 students (age range 5-9 years, 52.4% females) and their teachers (n = 68). In the post-test, 312 students participated. The participants were randomly selected from 42 government schools in the Lusaka District. Within each school, two Grade 1 classes were randomly selected and randomly assigned to either a control or intervention class. Six students were then randomly sampled from each classroom.