Reading Games In Reading

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The review of the studies related to reading games indicated that games are one of the most important segments in teaching and learning. Barrett (2012) stated that games are for playing, more often than not playing, a game is a social experience; it is enjoyable, and all people enjoy playing games. Play and playing are ways through which children learn, so games can be parts of the normal activity of the classroom. Clyde and Wilkinson (2012) believed that the use of digital games is a new way in handling a class and motivating students by applying simulation because they are different from text or board games, and it is more exciting for learners. Guillen-Nieto (2012) also stated that besides the value of games, it is important to consider…show more content…
In addition to all these, it should be born in mind that games should be as short as possible because as mentioned before, young learners are able to pay their attention to the games just for a limited time. With this comprehensive knowledge on the using of teaching games, it will serve as a crucial and beneficial enhancement tool for the utilization of reading games more in the classroom. This review will be done under the following subheading: 1. The different games that can be used to teach reading 2. Teacher’s perception of the use of games during reading instruction effectiveness in improving reading achievement than that of traditional teaching. 3. Factors that impede reading teachers’ use of games in the teaching of reading? The different Games that can be used to Teach Reading Digital…show more content…
Digital game-based learning (DGBL) is an instructional method that is incorporated in many primary education school systems in the Caribbean. It incorporates educational content or learning principles into video games with the goal of engaging learners. Applications of digital game-based learning draw upon the constructivist theory of education. Digital game-based learning involves activities that can range from completing very simple tasks to the development of intricate problem-solving skills. According to Patricia Deubel (2006), “games can be categorized as action, adventure, fighting, puzzle, role-playing, sports, and strategy.” Deubel (2006) suggests that the following information should be taken into account when teachers are selecting games for students: • Students’ age, characteristics, gender, competitiveness, and gaming experience. • The game’s target age level. • Special needs. Considering the fact some students with disabilities may be left out • Gender and racial diversity. In its choice of characters, language, or situations and whether the game offends or slight any particular group of students. • The number of players. How many students can play at one time • The role of the teacher. whether he or she will be a passive observer or active

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