Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledge

Digital literacy games can be beneficial for children with reading difficulties as a supplement to classroom instruction and an important feature of these are the instructional supports, such feedback. To effective, feedback needs build on prior match learner's level knowledge. However, there is limited research around relationship between knowledge, in context learning games. This paper presents empirical study exploring influence knowledge response feedback, two conditions: or without instruction. Thirty-six primary (age 8–11) participated: each child was assessed their suffix types—noun adjective suffixes. They subsequently received additional one type then played rounds game—one round type. Our analysis shows that predicted initial success rates performance after verbal hint differently, depending whether provided. These results discussed regards game design impact different types involved gameplay, well other elements might support building during gameplay. Practitioner notes What already known about this topic Instructional elaborative key Prior moderator consider adds Providing (eg, pre-training) may act enhancer children's existing disciplinary expertise, whereas inclusion hint) could seen equaliser enabling regardless use pre-training within Highlights importance preferred strategies ensure able provided game. Possible implications games, highlighting areas further research. Implications practice and/or policy Pre-training should highlight features content explicitly make connections target objective combined in-game learners knowledge) designers want metalinguistic vs. epilinguistic). Modality, timing considered carefully specific intended audience interaction them given goal