Seray Ibrahim
Biographic Data
| ID | 6589877 |
|---|---|
| NAME | Seray Ibrahim |
| GIVEN NAMES | Seray |
| FAMILY NAME | Ibrahim |
| SIGNATURE | IBRAHIM S |
| AFFILIATIONS | UCL Knowledge Lab, University College London, London, UK |
| ORCID | 0000-0001-9358-6802 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
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…
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…
Voice and representation
research-article Voice and representation: engaging with the voices of children who have disabilities Share on Authors: Seray Ibrahim UCL Institute of Education UCL Institute of EducationView Profile , Asimina Vasalou UCL Institute of Education UCL Institute of EducationView Profile Authors Info & Claims InteractionsVolume 28Issue 3May - June 2021 pp 38–41https://doi.org/10.1145/3457881Online:27 April 2021Publication History 0citation782Downloads…
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…
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…
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…
Voice and representation
research-article Voice and representation: engaging with the voices of children who have disabilities Share on Authors: Seray Ibrahim UCL Institute of Education UCL Institute of EducationView Profile , Asimina Vasalou UCL Institute of Education UCL Institute of EducationView Profile Authors Info & Claims InteractionsVolume 28Issue 3May - June 2021 pp 38–41https://doi.org/10.1145/3457881Online:27 April 2021Publication History 0citation782Downloads…
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…
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…
Computer Science (4 works) · Child Development and Digital Technology (3 works) · Psychology (3 works) · Assistive Technology in Communication and Mobility (2 works) · Educational Games and Gamification (2 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Reading (process) (2 works) · Reading and Literacy Development (2 works)