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Cited by 113Reading and Literacy DevelopmentEducational Games and GamificationBehavioral and Psychological Studies

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue, Erin M., Solheim, Oddny Judith, Zimmer, Wendi K., Uppstad, Per Henning·2020·Reading Research Quarterly
DOI 10.1002/rrq.256
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Abstract

Overall, game‐based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer‐assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame ( GG ), an adaptive serious game designed to prevent reading difficulties through the promotion of sound–symbol connections, has been implemented in over 20 countries. Therefore, the GG research base provides an opportunity to synthesize research on a single computer‐assisted instruction across diverse contexts. Surprisingly, despite extensive use and further implementation plans, no review has yet synthesized GG 's effects. Specifically, this systematic literature review, with an embedded meta‐analysis, synthesized 28 empirical studies for theory, methodological quality, and outcomes. The GG research base was dominated by theories of reading disabilities and psycholinguistics. Methodologically, quantitative methods, focusing on phonological and decoding outcome measures only, were most common. The meta‐analysis ( n = 19), measuring GG 's impact on word‐reading outcomes, did not yield an overall meaningful effect size ( g = −0.02). However, among moderators (language complexity, duration of intervention, and adult interaction), adult interaction was significant, favoring implementation contexts with high levels of adult intera…

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Crossref · 10.1002/rrq.256

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  • McTigue et al. found that only level of adult interaction significantly moderated GraphoGame effects, and studies with high adult interaction showed significant effect sizes (g = .48).

    “They found that only the level of adult interaction significantly moderated the effects.Studies with a high level of adult interaction showed significant effect sizes (g = .48).”

    From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as McTigue et al., 2020

  • McTigue et al.'s meta-analysis found a slightly negative mean effect size (g = -0.02, 95% CI [-0.14, 0.09]) that was not significantly different from zero for GraphoGame on word reading.

    “the authors reported a slightly negative mean effect size (g 1 = -0.02,95% CI [-0.14, 0.09]) that was not significantly different from zero (p = .70).”

    From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as McTigue et al., 2020

  • The level of adult involvement has shown a strong effect on intervention outcomes.

    “One moderator variable that has shown a strong effect on intervention outcomes is the level of adult involvement.”

    From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as McTigue et al. (2020)

  • Motivation, engagement and game performance have not been used as moderator variables to assess the efficiency of an intervention.

    “Yet, motivation, engagement and game performance have not been used as moderator variables to assess the efficiency of an intervention.”

    From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as McTigue et al. (2020)

  • In the meta-analysis by McTigue et al. (2020), the level of adult involvement was a statistically significant moderator, with high interactions associated with better word reading (g = 0.47) and low adult interaction associated with a small negative effect (g = -0.07).

    “In the meta-analysis, the level of adult involvement proved to be a statistically significant moderator, with high interactions associated with better word reading (g = 0.47) and low adult interaction associated with a small negative effect (g = -0.07).”

    From Testing the Effects of GraphoGame Against a Computer-Assisted Math Intervention in Primary School (2022) · cites this paper as McTigue et al. (2020)

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Authors
McTigue, E. M., Solheim, O. J., Zimmer, W. K., & Uppstad, P. H.
Affiliations
  • University of Stavanger (NO)
  • Texas A&M University (US)
Corresponding author
McTigue, Erin M.
ORCID
Venue
Reading Research Quarterly
Publisher
Wiley
Published
2019-05-16
Volume
55
Issue
1
Pages
45-73
ISSN
  • 0034-0553 (ISSN-L)
  • 1936-2722
DOI
10.1002/rrq.256
OpenAlex
W2946639486
Cited by
113
References
105
Citations by year
2026: 8 · 2025: 16 · 2024: 17 · 2023: 27 · 2022: 20 · 2021: 15 · 2020: 7 · 2019: 1 · 2018: 1
FWCI
19.52
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Reading Research Quarterly (publishedVersion)
Funders
Norges Forskningsråd (“FINNUT” Grant number 237861)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
GraphoGame, computer-assisted instruction, serious games, early reading instruction, phonological awareness, decoding, reading difficulties prevention, intervention effectiveness, learning context

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