Nelly Joye
Biographic Data
| ID | 9493623 |
|---|---|
| NAME | Nelly Joye |
| GIVEN NAMES | Nelly |
| FAMILY NAME | Joye |
| SIGNATURE | JOYÉ N |
| AFFILIATIONS | Speech and Language Therapy School of Health and Social Care University of Essex Colchester UK |
| ORCID | 0000-0002-8989-7488 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
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…
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…
No prominent works on this page.
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…
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…
Literacy (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Child Development and Digital Technology (3 works) · Computer Science (3 works) · Educational Games and Gamification (3 works) · Reading (process) (3 works) · Reading and Literacy Development (2 works) · Set (abstract data type) (2 works)