THE FORMAT IN OF READING SKILLS N SCHOOL PUPILS THROUGH READING GAMES
Article Sidebar
Main Article Content
Abstract
The article examines how games can be used to teach reading to young students in elementary schools. Incorporating games into reading lessons can boost student interest and understanding. Fun activities, such as word puzzles or educational apps, make learning more enjoyable, helping students develop a positive view of reading. Additionally, games offer real-life situations for practicing reading skills, which helps strengthen comprehension and memory. The aim of the study is also to obtain a concrete description of the use of game technique in improving students’ reading comprehension skill and the change of students’ behavior during and after learning activities.
Article Details
References
Berkling, K., Fawaz, E., Zundel, A., & Abdennadher, S. (2019). Designing an emotive avatar for a grammar game: A case study of engagement and performance development. In J. Arnedo-Moreno, C. S. Gonzalez, & A. Mora (Eds.), Proceedings of the 3rd International Symposium on Gamification and Games for Learning (GamiLearn'19), Barcelona, Spain, 22-10-2019.
Burke Huey, E. (1916). The History and Pedagogy of Reading. Google Books: 153-158.
Hankin, C. G., & Sachs, R. T. (2002). Education Update: Back to Basics. Retrieved from https://www.researchgate.net/publication/326492187_NALI_Symposium_Fun_Elements_in_Educational_Game_Design_To_Boost_Students_Learning_experience
Karpov, Y. (2019). The Role of Play in Learning: A Study of Reading Games in Elementary Education. Journal of Educational Psychology, 111(4), 623-635.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching Children to Read. National Institute of Child Health and Human Development.
Smith, J., & Jones, A. (2021). Playful Learning: The Impact of Games on Literacy Development. International Journal of Early Childhood Education, 29(2), 145-160.
Yannakakis, G., & Togelius, J. (2018). Artificial Intelligence and Games. Springer. https://doi.org/10.1007/978-3-319-63519-45