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dc.contributor.authorOliva-Maza, Ana
dc.contributor.authorAyuso-Escuer, Natalia
dc.contributor.authorComa-Roselló, Teresa
dc.contributor.authorTorres-Moreno, Enrique
dc.date.accessioned2022-01-21T11:22:22Z
dc.date.available2022-01-21T11:22:22Z
dc.date.issued2021
dc.identifier.citationA. Oliva-Maza, N. Ayuso-Escuer, T. Coma-Roselló and E. F. Torres-Moreno, "Mystery of the Runaway Letrabytes: Inclusive Assessment of Phonological Awareness With Tangible Gamification," in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 16, no. 4, pp. 424-432, Nov. 2021, doi: 10.1109/RITA.2021.3136442es_ES
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/26248
dc.description.abstractThe development of phonological awareness, i.e. the metacognitive skill that allows thinking and manipulating the language structure, from an early age is mandatory for the acquisition of literacy skills. Multisensory stimulation, curiosity and interest are fundamental for learning. In doing so, Communication Technologies have a key role because a learning-oriented use can encourage current digital natives' interest and thinking. This paper presents a game with tangible technology designed to both intervention and diagnostic, formative and summative evaluation. The user experience was carried out during two weeks through a multiple case study with four kindergarten children. A multimedia adventure game was presented in which they had to solve phonological awareness challenges through the manipulation of tangible technology to achieve the final goal. The observation was recorded in the designed evaluation model, allowing the analysis of pre- and post-intervention data after the triangulation of data for subsequent qualitative analysis. The results show an improvement in phonological awareness, as well as the gamified experience marks. These promising outcomes support the use of such methodologies to a learner-centered education modelen
dc.language.isoeses_ES
dc.publisherIEEEes_ES
dc.relation.ispartofseriesIEEE Revista Iberoamericana de Tecnologías del Aprendizaje, vol. 16, no. 4, pp. 424-432, Nov. 2021;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleMisterio de los Letrabytes Fugados: Evaluación Inclusiva de la Conciencia Fonológica con Gamificación Tangiblees_ES
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1109/RITA.2021.3136442
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.subject.keywordConciencia fonológicaes_ES
dc.subject.keywordGamificaciónes_ES
dc.subject.keywordInteracción tangiblees_ES
dc.subject.keywordEvaluación inclusivaes_ES
dc.subject.keywordAccesibilidades_ES
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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