Scholarlink

<p>A narrative literature review was conducted to examine how researchers have addressed the concept of reading comprehension skills within digital game-based learning environments. A Boolean search revealed 25 articles that met criteria for inclusion. Deductive and inductive coding lead to the operationalization of the Stages of Reading Development framework. The majority of research teams (<i>n</i> = 14) examined aspects of reading comprehension within video games from the perspective of Learning to Read, while the remaining researchers (<i>n</i> = 11) examined reading comprehension within digital game-based learning environments from the perspective of Reading to Learn. Contradictory and conflicting findings are addressed, implications are discussed, and avenues for future research are identified.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Learning to Read or Reading to Learn: A Narrative Literature Review of Literacy within Digital Game-Based Learning Environments

  • 期刊论文

  • 发表日期：

    2025年5月28日

查看全文
  • Joseph P. Fiorentini,
  • Sam A. Leif,
  • Kenneth J. Fasching-Varner,
  • Michael P. McCreery

摘要

A narrative literature review was conducted to examine how researchers have addressed the concept of reading comprehension skills within digital game-based learning environments. A Boolean search revealed 25 articles that met criteria for inclusion. Deductive and inductive coding lead to the operationalization of the Stages of Reading Development framework. The majority of research teams (n = 14) examined aspects of reading comprehension within video games from the perspective of Learning to Read, while the remaining researchers (n = 11) examined reading comprehension within digital game-based learning environments from the perspective of Reading to Learn. Contradictory and conflicting findings are addressed, implications are discussed, and avenues for future research are identified.