یادگیری مبتنی بر بازی های دیجیتال برای کودکان مبتلا به نارساخوانی: یک دیدگاه سازنده گری اجتماعی در مورد تعامل و یادگیری در طول بازی گروهی

Taking a process-orientated, social constructivist lens, we examine the case of a digital game called Words Matter. The game was designed for children with dyslexia and was informed by principles from casual games and evidence-based practice from special education. Focusing on the game play of two groups of children, we employ a systematic thematic analytic approach on videos of children's verbal and non-verbal interaction triangulated with their game logs, concentrating on the nature of student-student as well as student-tutor social interactions. Our findings show that children spontaneously engage in ‘game talk’ regarding game performance, content, actions and experiences. While this game talk facilitates a strong sense of social engagement and playfulness, it also caters to a variety of new opportunities for learning by sparking tutor and student-initiated interventions. Alongside its social theoretical lens on digital games-based learning, the paper analyses game-based social interactions in tandem with game design decisions enabling additional implications to be drawn for pedagogical practice and game design.