@misc{10481/79517,
year = {2022},
month = {6},
url = {https://hdl.handle.net/10481/79517},
abstract = {The Spanish school-age population has improved significantly in reading acquisition in comparison with European
partners (PIRLS, 2016). However, it is necessary to implement complementary strategies to classroom work in order to
reinforce reading comprehension and increase the level achieved by pupils. In a social and educational context such as
the current one, where ICT strategies are undeniably gaining prominence and emerging as an appropriate option for
increasing performance and motivation, it is worth considering reinforcing those skills that are most lacking in our
educational system by using quality technological resources. The aim of this study was to test the improvement of
students’ reading comprehension and to favour an increase in academic performance through training with the digital
serious game Leobien. The intervention was carried out during 50 sessions with a sample of 153 primary school students.
To measure the impact of the intervention, an initial and final assessment of the acquisition of reading comprehension
was carried out, provided by the programme itself, as well as the recording of academic grades. The results show an
increase in the sub-subject of reading comprehension assessed through the platform, as well as an improvement in
academic grades, especially in English, Mathematics, and Spanish Language and Literature. The number of sessions and
the strategy of use provide concrete guidelines for success for schools.},
organization = {Teaching & Curriculum Group},
publisher = {Universidad de Granada},
keywords = {Comprehension},
keywords = {Reading},
keywords = {ICT},
keywords = {Educational software},
keywords = {Educational innovation},
keywords = {Comprensión},
keywords = {Lectura},
keywords = {Tecnologías de la información y de la comunicación},
keywords = {Software educativo},
keywords = {Innovación educativa},
title = {Effectiveness of a Digital Serious Game in Improving Reading Comprehension and Academic Performance},
doi = {10.24310/isl.vi17.14325},
author = {Sánchez Castro, Susana and Pascual Sevillano, María Ángeles},
}