THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE
In this article, the use of gamification in the organization of preventive work with children prone to dyslexia is analyzed. The factor that causes dyslexia has been identified, emphasizing the need to promptly identify children at risk and intervene, in order to avoid negative psychosocial consequ...
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| Format: | Article |
| Language: | English |
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Institute for Digitalisation of Education of the NAES of Ukraine
2024-02-01
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| Series: | Інформаційні технології і засоби навчання |
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| Online Access: | https://journal.iitta.gov.ua/index.php/itlt/article/view/5284 |
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| _version_ | 1823863922116001792 |
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| author | Hanna Mytsyk Alona Babichenko |
| author_facet | Hanna Mytsyk Alona Babichenko |
| author_sort | Hanna Mytsyk |
| collection | DOAJ |
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In this article, the use of gamification in the organization of preventive work with children prone to dyslexia is analyzed. The factor that causes dyslexia has been identified, emphasizing the need to promptly identify children at risk and intervene, in order to avoid negative psychosocial consequences during their education. The main achievements of scientists in this field have been summarized. The advantages of using individual elements of gamification for propaedeutic purposes in working with children prone to dyslexia are highlighted, and their description is provided. An algorithm for creating a game mechanism, criteria for selecting digital learning platforms, and developing games based on them are proposed.
Considering the variety of available mobile applications and platforms that contribute to the implementation of propaedeutic and developmental goals in working with children with speech disorders, it is stated that they have some disadvantages. Therefore, the main approaches to developing custom digital games on gamified platforms, with the ability to modify their content and tasks, have been considered in such a way that they contribute to the implementation of the goals of corrective and developmental work with children prone to dyslexia. Several variants of such games are proposed as examples. The identified factors that can hinder the achievement of a positive effect of using digital games by a speech therapist in the classroom are discussed, and ways to solve them are explored. The perspective of using digital games in providing remote corrective and developmental assistance to children in conditions of distance learning is indicated.
The article also emphasizes the need for speech therapists to possess a sufficient level of digital competence as a guarantee of methodologically correct creation and implementation of digital games into their work with children.
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| format | Article |
| id | doaj-art-6e898d841c394c699cadc8971a9c8bef |
| institution | Kabale University |
| issn | 2076-8184 |
| language | English |
| publishDate | 2024-02-01 |
| publisher | Institute for Digitalisation of Education of the NAES of Ukraine |
| record_format | Article |
| series | Інформаційні технології і засоби навчання |
| spelling | doaj-art-6e898d841c394c699cadc8971a9c8bef2025-02-09T08:37:24ZengInstitute for Digitalisation of Education of the NAES of UkraineІнформаційні технології і засоби навчання2076-81842024-02-0199110.33407/itlt.v99i1.5284THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGEHanna Mytsyk0https://orcid.org/0000-0002-4989-416XAlona Babichenko1https://orcid.org/0000-0001-9843-9844Berdyansk State Pedagogical UniversityBerdyansk State Pedagogical University In this article, the use of gamification in the organization of preventive work with children prone to dyslexia is analyzed. The factor that causes dyslexia has been identified, emphasizing the need to promptly identify children at risk and intervene, in order to avoid negative psychosocial consequences during their education. The main achievements of scientists in this field have been summarized. The advantages of using individual elements of gamification for propaedeutic purposes in working with children prone to dyslexia are highlighted, and their description is provided. An algorithm for creating a game mechanism, criteria for selecting digital learning platforms, and developing games based on them are proposed. Considering the variety of available mobile applications and platforms that contribute to the implementation of propaedeutic and developmental goals in working with children with speech disorders, it is stated that they have some disadvantages. Therefore, the main approaches to developing custom digital games on gamified platforms, with the ability to modify their content and tasks, have been considered in such a way that they contribute to the implementation of the goals of corrective and developmental work with children prone to dyslexia. Several variants of such games are proposed as examples. The identified factors that can hinder the achievement of a positive effect of using digital games by a speech therapist in the classroom are discussed, and ways to solve them are explored. The perspective of using digital games in providing remote corrective and developmental assistance to children in conditions of distance learning is indicated. The article also emphasizes the need for speech therapists to possess a sufficient level of digital competence as a guarantee of methodologically correct creation and implementation of digital games into their work with children. https://journal.iitta.gov.ua/index.php/itlt/article/view/5284gamificationdyslexiapreventive workpreschool childrendigital technologiesdigital games |
| spellingShingle | Hanna Mytsyk Alona Babichenko THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE Інформаційні технології і засоби навчання gamification dyslexia preventive work preschool children digital technologies digital games |
| title | THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE |
| title_full | THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE |
| title_fullStr | THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE |
| title_full_unstemmed | THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE |
| title_short | THE USE OF GAMIFICATION IN THE PREVENTION OF DYSLEXIA OF CHILDREN IN PRESCHOOL AGE |
| title_sort | use of gamification in the prevention of dyslexia of children in preschool age |
| topic | gamification dyslexia preventive work preschool children digital technologies digital games |
| url | https://journal.iitta.gov.ua/index.php/itlt/article/view/5284 |
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