Laura Benton
Biographic Data
| ID | 5848101 |
|---|---|
| NAME | Laura Benton |
| GIVEN NAMES | Laura |
| FAMILY NAME | Benton |
| SIGNATURE | BENTON L |
| AFFILIATIONS | UCL Knowledge Lab, University College London, London, UK |
| ORCID | 0000-0002-7225-1779 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
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 games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of le…
But, what is a researcher?’ Developing a novel ethics resource to support informed consent with young children
Young children are generally unfamiliar with the notion of research, which can generate ethical discomfort when seeking their consent to participate in it. Taking informed consent with young children as a focus, in this viewpoint article we reflect on what it means for young children (aged approximately 3–8 years) to be ‘informed’ in the context of research participation. We then share the process of developing an interdisciplinary, innovative et…
Appropriation of literacy technologies in the classroom
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envis…
Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback
This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpr…
Designing for “challenge” in a large‐scale adaptive literacy game for primary school children
The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning game is a complex process as many different game components have an impact on the provision of optimal c…
Technology‐mediated personalised learning for younger learners
Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning enviro…
A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments
Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication tech…
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology
Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six‐week multiple‐exposure design to investigate the extent which to textual enhancement can benefi…
The Informal Economy--Studies in Advanced and Less Developed Countries
A New York roofer requests payment in cash. A Bogota car mechanic sets up shop on a quiet side street. Four Mexican immigrants assemble semiconductors in a San Diego home. A Leningrad doctor sells needed medicine to a desperate patient. All are part of a growing worldwide phenomenon that is widely known but little understood. The informal or underground economy is thriving today, not only in the Third World countries where it was first reported a…
A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments
Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication tech…
The Informal Economy--Studies in Advanced and Less Developed Countries
A New York roofer requests payment in cash. A Bogota car mechanic sets up shop on a quiet side street. Four Mexican immigrants assemble semiconductors in a San Diego home. A Leningrad doctor sells needed medicine to a desperate patient. All are part of a growing worldwide phenomenon that is widely known but little understood. The informal or underground economy is thriving today, not only in the Third World countries where it was first reported a…
But, what is a researcher?’ Developing a novel ethics resource to support informed consent with young children
Young children are generally unfamiliar with the notion of research, which can generate ethical discomfort when seeking their consent to participate in it. Taking informed consent with young children as a focus, in this viewpoint article we reflect on what it means for young children (aged approximately 3–8 years) to be ‘informed’ in the context of research participation. We then share the process of developing an interdisciplinary, innovative et…
The Informal Economy--Studies in Advanced and Less Developed Countries
A New York roofer requests payment in cash. A Bogota car mechanic sets up shop on a quiet side street. Four Mexican immigrants assemble semiconductors in a San Diego home. A Leningrad doctor sells needed medicine to a desperate patient. All are part of a growing worldwide phenomenon that is widely known but little understood. The informal or underground economy is thriving today, not only in the Third World countries where it was first reported a…
Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback
This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty‐six children's game play was carried out focussing on moments where children made an error and were followed by in‐game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpr…
Designing for “challenge” in a large‐scale adaptive literacy game for primary school children
The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning game is a complex process as many different game components have an impact on the provision of optimal c…
Technology‐mediated personalised learning for younger learners
Children differ in various aspects such as prior knowledge, learning pace, socio-economic status, interests etc. It has been argued that when we take these differences into account when we develop learning environments, children will benefit from it in terms of learning outcomes, learning experience, and attitudes towards particular subjects. The emergence of digital technologies has accelerated the movement to create personalised learning enviro…
A methodological reflection on investigating children’s voice in qualitative research involving children with severe speech and physical impairments
Investigating voice in research that involves children with disabilities is highly challenging. Very few studies have problematised voice for the purposes of designing new technologies for and with children who have disabilities. We embarked on qualitative fieldwork with children who have severe speech and physical impairments with the view to motivate designers to consider new child-centred perspectives for conceptualising new communication tech…
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology
Much research exists on the role of textual enhancement in instructed second language (L2) development, yet little is known about how its effectiveness is influenced by multiple exposures, whether it can facilitate the acquisition of L2 derivational morphology, and how it may affect child language learning. To fill these gaps, this study employed a six‐week multiple‐exposure design to investigate the extent which to textual enhancement can benefi…
Appropriation of literacy technologies in the classroom
Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envis…
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 games are the instructional supports, such as feedback. To be effective, feedback needs to build on prior instruction and match a learner's level of prior knowledge. However, there is limited research around the relationship between prior knowledge, instruction and feedback in the context of le…
But, what is a researcher?’ Developing a novel ethics resource to support informed consent with young children
Young children are generally unfamiliar with the notion of research, which can generate ethical discomfort when seeking their consent to participate in it. Taking informed consent with young children as a focus, in this viewpoint article we reflect on what it means for young children (aged approximately 3–8 years) to be ‘informed’ in the context of research participation. We then share the process of developing an interdisciplinary, innovative et…
Psychology (8 works) · Computer Science (7 works) · Mathematics education (6 works) · Pedagogy (5 works) · Educational Games and Gamification (4 works) · Literacy (4 works) · Child Development and Digital Technology (3 works) · Reading (process) (3 works) · Reading and Literacy Development (3 works) · Children's Rights and Participation (2 works)