Transitioning from paper to touch interface: Phoneme-grapheme recognition testing and gamification in primary school classrooms

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Published

2024-05-07

Section: Short Articles

Authors

  • Lishi Liang University of Hong Kong, Hong Kong
  • W. L. Quint Oga-Baldwin Waseda University, Japan
  • Kaori Nakao Seinan Gakuin University, Japan
  • Luke K. Fryer University of Hong Kong, Hong Kong
  • Alex Shum University of Hong Kong, Hong Kong
DOI: https://doi.org/10.29140/tltl.v6n2.1067

Abstract

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with gamified digital tests were investigated. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between tested phoneme-grapheme knowledge and successful gamified interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation.


Keywords: touch interface, gamification, elementary school, CALL, testing, phonological awareness

Suggested Citation:

Liang, L., Oga-Baldwin, W. L. Q., Nakao, K., Fryer, L. K., & Shum, A. (2024). Transitioning from paper to touch interface: Phoneme-grapheme recognition testing and gamification in primary school classrooms. Technology in Language Teaching & Learning, 6(2), 1–14. https://doi.org/10.29140/tltl.v6n2.1067

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