European Journal of Contemporary Education. 2021.

10(2)

Copyright © 2021 by Academic Publishing

House Researcher s.r.o.
All rights reserved.
Published in the Slovak Republic
European Journal of Contemporary Education
E-ISSN 2305-6746
2021. 10(2): 450-461
DOI: 10.13187/ejced.2021.2.450
www.ejournal1.com

IMPORTANT NOTICE! Any copying,

reproduction, distribution, republication (in whole
or in part), or otherwise commercial use of this
work in violation of the author(s) rights will be
prosecuted in accordance with international law.
The use of hyperlinks to the work will not be
considered copyright infringement.

The Effects of Using Digital Game Based Learning in Primary Classes

with Inclusive Education

Gulnaz I. Salgarayeva a , *, Gulaim G. Iliyasova b, Aigul S. Makhanova a,

Rakhymzhan T. Abdrayimov c
a Kazakh National Women’s Teacher Training University, Almaty, Kazakhstan
b Abay Kazakh National Pedagogical University, Almaty, Kazakhstan
c South Kazakhstan State Pedagogical University, Kazakhstan

Abstract
This study investigates the effectiveness of digital games designed specifically for the
formation of correct reading skills in the learning of the Latin alphabet by learners with special
educational needs in primary school. Learners participating in the study (N = 36) were randomly
selected from primary school with inclusive education. During an 8-week intervention for the
training group in addition to school provided support were used digital game-based learning to
teach correct reading the Latin alphabet, and the control group continued receiving only school-
provided support. These activities were conducted under the supervision of their parents and
teachers, both at school and at home. The results showed that the level of reading skills of learners
in the training group, which used digital game, based learning to teach reading in Latin, developed
significantly faster compared with the level of learners in the control group. In addition,
in comparison with the results of training learners in the school curriculum before the study,
during the digital game based learning intervention, it was found that their reading development
was significantly faster. During the study, there was an increase in interest of learning learners in
the training group, and there was observed no change in the motivation of learners in the control
group. However, the increased interest of learners is mainly because parents allow them to extend
the time of using digital devices for education. The results of the 8-week study showed that the
exercise of letters, sounds, syllables, words with digital game based learning contributes to
improving the learning skills of learners, especially those in need of special education. The results
of research on the use of digital game based learning in order to respond the needs of learners with
special educational needs can be used for further development of learners.

*Corresponding author
E-mail addresses: [email protected] (G.I. Salgarayeva), [email protected] (G.G. Iliyasova)

450
 European Journal of Contemporary Education. 2021. 10(2)

Keywords: digital game-based learning, inclusive education, primary school, reading

disability, Latin graphics.

1. Introduction
In Kazakhstan, there are 39 special kindergartens and 315 special groups, involving more
than 15,000 preschool children, as well as 106 special schools and 1,219 special classes in general
education schools, involving 25,000 learners with special educational needs. Currently,
17 rehabilitation centers, 133 psychological and pedagogical correction offices and 558 speech
therapy school centers provide correction-pedagogical support to children with special educational
needs (Kenesbayev et al., 2017).
Among the technologies being developed for use in education, a special place is occupied by
digital technologies to support learners with special educational needs (Tombak, Ateşkan, 2019).
Digital technologies, in particular, special training programs and mobile applications can become
an auxiliary tool in all conditions of life (Salgarayeva et al., 2020). One of the important tools of the
technology product that is used to increase learners' interest in learning when teaching the
alphabet to primary school learners is digital game-based learning (Prensky, 2001; Gee, 2007).
Digital game-based learning is used as a convenient, interactive advanced learning method for
learners (Chu, Chang, 2014; Prensky 2003). In addition, digital games can be considered as an
independent form of educational technology, these games aim to increase the interest of learners in
learning by including in the content of training game elements such as idea, special rules,
achievement of goals, privacy, control to achieve educational goals (Garris et al., 2002; Hwang et
al., 2012; Hwang et al., 2013).
According to researchers and practitioners in the educational sector, this approach of
learning involves solving individual problems (Hwang et al., 2014), forming and developing
reading skills (Hwang et al., 2017, Yang et al., 2013) of learners with special educational needs.
Digital games have a special interest in teaching children through tasks that are presented
and designed at a high level, in accordance with the age characteristics of learners. A meta-analysis
of the impact of digital game-based learning (Wouters et al., 2013) showed that their effect is
higher than simple instructions that are provided in terms of teaching. However, the analysis of
Girard et al. (2012) indicated that more research, comparable to other forms of learning, is needed
to better generalize about the effects of digital games. Additional research is also needed to
determine the impact and effectiveness of digital games should be conducted specifically for a
group of learners with special educational needs (Ke, Abras, 2013). Digital games can provide the
formation of certain skills of learners with special educational needs through individual adaptive
learning, which is not fully implemented during simultaneous training with all learners in an
inclusive educational environment. It is worth taking into account the fact that children with
special educational needs have a problem of inhibition of motivation (Chapman et al., 2000;
Morgan, Fuchs, 2007; Mol, Bus, 2011), which is another reason for using digital games to
effectively increase their interest in receiving new knowledge (Ke, Abras, 2013; Rosas et al., 2003).
The game has a special place in building reading skills for students with special educational needs
(Van de Ven et al., 2017; Van Gorp et al., 2016).
Since digital games in mobile devices are very popular among children aged 6-8 years,
researchers believe that the process of developing and planning the further distribution of
educational digital games is an important objective.
Although digital games on mobile devices are very popular among children aged 6-8 years
(Fromme, 2013), researchers believe that developing digital games for educational purposes and
developing their distribution requires careful planning. Learning strategies need to be effectively
integrated into game content, otherwise the impact of digital game-based learning can have a
negative impact on learning and motivating learners.
In our study, we consider the issue of training with the digital game-based learning for the
teaching of children with special needs, which is still insufficiently studied. This study was aimed at
raising the level of knowledge about the effectiveness of digital games designed to prevent and
eliminate speech impairment in students with general underdevelopment of speech, especially to
support children with special educational impairments.
To develop the design and content of educational digital games, a consultation was held with
narrow specialists, such as a Speech therapist, Psychologist, and Children's doctors. These
451
 European Journal of Contemporary Education. 2021. 10(2)

specialists shared their many years of experience working with children with impaired language,
reading and speech from an early age. Digital games designed to teach the Latin alphabet not only
teach children the printed and written forms of the alphabet, but also help to restore the overall
development of colloquial speech of students. Performing tasks set in digital games, students learn
to pronounce individual sounds correctly, master the phonetic structure of words.In this study,
we determined the effectiveness of games in education and assessed the degree of involvement of
students with special needs in the educational process.

2. Discussion
Today, the presence of developmental delay in learners with special educational needs in
reading and speaking is one of the most common problems in learning (Chapman et al., 2000;
Morgan, Fuchs, 2007; Mol, Bus, 2011). Reading instruction depends on the language we are
learning. Therefore, there is a definite connection between teaching, learning, and overcoming
difficulties encountered in the learning process.
Children with general speech underdevelopment are students aged 4-8 years with speech
defects, but with normal hearing and intelligence. Speech disorders are diverse, they can be
manifested in a violation of pronunciation, grammatical structure of speech, poverty of the
vocabulary, as well as in violation of the pace and smoothness of speech (Vakulenko, 2018).
It is noted that many primary school learners who had problems with spoken language at the
stage of preschool childhood, despite overcoming them in the process of correctional work,
experienced certain difficulties in mastering writing and reading (Grushevskaya, 1989; Kornev,
1997).
In this regard, increasing a number of studies in the sector of digital technologies in the
educational process of preschool and elementary grades. The analyze of literature on the research
topic, the impact of digital learning games on the learner's reading skills was examined in detail.
For instance, Li and Tsai (2013) found that these games are designed to develop a learner’s reading
skills. Cheng et al. (2015) indicated that researchers focused on the role of digital game-based
applications for learning in improving the formation of student's learning skills.
The level of reading skills in primary school students is observed in the first month of the
educational process (Eklund et al., 2015). One of the most common problems is the difficulties in
reading comprehension (Juel et al., 1986), which in the future leads to low academic achievements
of the child, when choosing a career that does not require an extended education (Savolainen et al.,
2008).
Children with poor reading and speaking skills also face a number of difficulties in
memorizing, pronouncing, dividing words into syllables and reading them again (Ramus et al.,
2003; Lyytinen et al., 2008). Children with special educational needs also have problems with
attention (Willcutt, Pennington, 2000) and language impairment (Pennington, Bishop, 2009),
which in turn suppress the child’s emotional reaction and motivation to learn (Chapman et al.,
2000). Children with general speech underdevelopment are characterized by «motivational»
intellectual passivity, due to insufficient personal readiness for schooling (Troshin et al., 2005,
Spirova et al., 1985).
Researchers emphasize that prevention of these complications should be carried out from an
early age (Torgesen, 2004). In solving this problem, it is becoming increasingly important to use
educational technologies designed specifically for children with special needs.
In addition, conducted an analysis of scientific research articles that provide empirical
information (Young et al., 2012). Analysis shows that digital games are often used to support
learners' knowledge and improve their cognitive abilities. Hwang and Chen (2017) put into practice
the use of game elements in the learning process and considered them as the main factor in
increasing the learning skills of students to determine their effectiveness. Developed a method of
game approach to study the effectiveness of this learning mechanism. The results of the study
showed that the use of additional digital games for the formation of educational skills taught is
useful to compare with the implementation of traditional training.
Cheng et al. (2015) examined the effect of design and ease of use of digital games for
educational purposes on the formation of students' reading skills. The results of the study showed
that researchers focused on the role of educational applications based on digital games in
improving the formation of children's learning skills. Qian and Clark (2016) showed that the use of
452
 European Journal of Contemporary Education. 2021. 10(2)

digital games in learning has led to increased student interest in learning. Young (Young et al.,
2012) believe that a lot of research is needed to determine whether digital game-based learning is a
viable method of learning. Thus, there is no doubt that the work to increase the attractiveness and
popularity of digital games created for educational purposes still needs to be continued.

3. Materials and methods

In the course of the study were used, methods of analysis and synthesis, deduction and
induction. As well as compare the level of the experimental groups was used the method of
comparative analysis. Conducted a number of studies and meta-analyses about the impact of
educational technologies on learning (Cheung, Slavin, 2013). However, less is known of the specific
effects of digital games adapted for children with special educational needs.The main advantage of
digital game-based learning is that the content of the training will be adapted to the individual
characteristics of the child. Adaptation plays an important role in creating a game, with taking into
account the individual characteristics of the player and focusing on the level of complexity
(Ke, Abras, 2013). In addition, to automate the acquisition of initial training skills, you need to
repeat the same task several times. Digital game-based learning can provide multiple repetitions of
exercises, keeping each child's interest in accordance with their needs.
For instance, M. Ronimus et al. (2019) reviewed the impact of the game GraphoLearn on
second grade students with difficulty learning the correct reading skills. In this study, which lasted
6 weeks, participated 37 students. This game is aimed at improving the child's reading skills by
repeatedly completing tasks, such as determining whether letters match, composing words,
and combining sounds. According to the results of the study, observed in students development of
learning skills.
Although some studies have shown that game elements increase the interest of players and
positively influence the learning process, experimental results in some studies deny this (Abdul
Jabbar et al., 2015; Kim et al., 2017; Ronimus et al., 2014). This is due to shortcomings in the game
design, due to the distraction of students' attention to the features of game entertainment (Zheng,
Spires, 2014) or the complexity of the training content (Kim et al., 2017). To focus students only on
learning, in our case, on the study of letters, sounds, syllables and words, it is necessary to carefully
consider the design of the game. Games, being attractive, should not bother the player in mastering
the content (Wrzesien, Raya, 2010). Another important condition for the productive existence of a
digital game-based learning is that in order to encourage the child to correctly perform educational
tasks, it is necessary to add a reward element to the structure of the game (Abdul Jabbar, 2015).

4. Results
4.1. Game description
The digital game "Qazaqsha logoped" used in the study is aimed at developing students'
reading skills, such as word reading, spelling, reading fluency and reading comprehension.
In development stages of the game, we were guided by the concept of “learning reading” by
Svetlovskaya (2001), where 5 methods are used in the formation of educational skills: 1) letter-by-
letter; 2) abrupt syllable; 3) smooth syllable; 4) smooth syllable with a holistic reading of individual
words; 5) reading in whole words and groups of words.
According to this concept, the tasks given in the game consist of several stages.At the first
stage, the student is given articulation exercises for individual groups of sounds.At the second stage
were proposed tasks for abrupt syllable reading, at the third stage – tasks for training smooth
syllable reading, at the fourth stage – tasks for reading sounds with difficult pronunciations aloud,
at the fifth stage – songs and tongue twisters for practicing these sounds (Figure 1).

453
 European Journal of Contemporary Education. 2021. 10(2)

Fig. 1. Digital Game Qazaqsha Logoped

1) Spell reading. At the first stage of the "Qazaqsha logoped" digital game, a student performs
letter recognition exercises. During the game, the letter sounds, and the letter corresponding to its
pronunciation is selected from four possible answers.
2) Syllable reading. In the second phase of the "Qazaqsha logoped" digital game, a student
learns to read open and closed syllables.
3) Smooth syllabic reading. At the third stage of the "Qazaqsha logoped" digital game,
the student learns to smoothly combine syllables of these words.During the task, learner practices
reading syllables together, starting with stretching the first consonant, adding the next consonant
and continuing, gradually reducing the pronunciation of the consonant.The syllable table was used
to represent the words in the tasks for joint reading of syllables.These exercises help students with
general speech underdevelopment overcome the difficulties of joint integration. In particular, from
the number of familiar syllables are formed the skills of reading joint syllables.
4) Reading aloud by connecting syllables. In the fourth stage of the digital game, "Qazaqsha
logoped" combines syllables with difficult sounds and reads it aloud. Correct syllabic reading of
words is pre-voiced. The learner listens to the correct reading for self-control and repeats.
5) Reading full words and groups of words. At the fifth stage of the digital game "Qazaqsha
logoped", were distributed tongue twisters and poems dedicated to the formation of the student's
reading skills.
The tasks were organized according to the method proposed by Krasilnikova (2003). In the
task, syllables or letters of some words of the poem are missing; the student finds this syllable or
letter and fills the words. Full tongue twisters and poems are pre-voiced. The student listens to the
correct reading, then repeats and rehearses for a self-test.
The user interface of the game is very simple and all instructions sounded, so student does
not need to have any reading skills when using the game. The difficulty level of the game is adjusted
according to the level of the student's game. The game begins with the acquisition of letters and
sounds, and since then the game is complicated in accordance with the educational achievement of
the learner. This game is effective for children with difficulty in learning skills, such as exercises
presented in the game, offer exercises, such as correctional tasks.
The knowledge of students in the training group was tested before and after using digital
games in the educational process. In the course of the study, the influence of the game "Qazaqsha

454
 European Journal of Contemporary Education. 2021. 10(2)

logoped" on improving the learning speed of students was taken under control. As a result, it was
noticed that the students developed skills in recognizing letters, correct pronunciation, reading
syllables, and reading words independently. The use of digital game-based learning showed that
students have acquired some skills (writing, drawing) that are not included in the game. Digital
game-based learning have shown that they as forming learning skills, including letter-sound
communication, lead to positive changes in the learning process.
4.2. Experimental design
To study the pedagogical advantages of using digital game-based learning for educational
purposes and determine the effectiveness of motivation to learning the field of education,
an experiment was conducted in elementary school students with inclusive education.
A. Participants
The experiment involved three large districts such as Almaly (9 schools), Zhetysu
(12 schools), Medeu (7 schools) of Almaty city that provide inclusive education. The participants
were selected from the primary school group according to the study plan. They are difficult to
recognize and read the letter, need special support, and need to overcome their difficulties. After
the written consent of parents, the first screening test was received from children of primary
school.
The test was used to determine the level of literacy of students and their level of development.
At the average level, it was found that children only know 10-15 letters (there are N = 32 letters in
the alphabet based on Latin graphics). Thus, N = 36 children from 28 schools (21 boys, 15 girls)
took part in the experiment. The number of children in the training group was 18 (7 girls, 38.89 %)
and in the control group 18 (8 girls, 44.44 %). All children were native speakers of Kazakh.
The mean age of the participants at the beginning of the second grade was 8.17 years (SD = 0.38).
The results of a survey of parents showed that before for children with special educational
needs were held corrective training classes by necessity. It was also confirmed that all students
have difficulties in learning and speaking.
B. Research tools
The main goal of our short 8-week study was to determine the impact of using digital games
on the development of reading skills for students with special educational needs.
We divided students into 2 groups as a control and training group to evaluate the
effectiveness of the proposed games. We were interested in the results of the training group.
In particular, according to the results of the experiment, we had to answer the following
question: How much does the use of digital game-based learning affect the development of reading
and spelling skills of students with special educational needs?
C. Experimental procedure
The procedure of the study is represented in Figure 2. Each school was randomly assigned
either to the GL intervention or control group. We asked teachers to help divide the children into
groups. The number of children participating in the study was 18 in the training group (11 boys,
7 girls, 14 schools) and 18 (10 boys, 8 girls, 14 schools) in the control group. The groups did not
differ from each other in gender distribution .
The 8-week intervention took place at school (6 children), at home (5 children), or at both
places (7 children), depending on the preferences of the teachers and parents. Among the students,
there were also children who did not have the skills to use a digital game-based learning
(3 children). However, this did not cause significant difficulties for students, since the user
interface of the digital game is designed so that students can easily use the game.
The selection process of the participants and procedure are:
1. Permission from educational organizations to conduct research;
2. Information letters sent to the schools in the area;
3. Volunteering teachers contact the researchers;
4. Parental consent forms and background questionnaires;
5. The consent forms and questionnaires filled in and sent by parents.

455
 European Journal of Contemporary Education. 2021. 10(2)

Conducting screening tests to determine

the level of children's learning of the letter

Pre testing of learners Using digital games for learning

* during the study for 8 weeks

Training group of Control group of

18 children 18 children
(11 boys, 7 girls, (10 boys, 8 girls,
14 schools) 14 schools)

Posttest at the end of the study

Fig. 2. Procedure of the study

The parents and teachers of the training group were sent instructions by email for installing
and using digital game "Qazaqsha logoped". Technical help was also provided via email or phone,
social network, when needed. Control over the time of use of the game was transferred to parents
and teachers. In accordance with the age characteristics of children in the preparatory group,
it is recommended no more than 1 hour per week, that is, 8-10 minutes per day. Short sessions
were recommended because of the high amount of repetition in the game, which could lead to
boredom if continued for too long. Teachers were encouraged to use the games as a complement to
the traditional lesson, and not completely replace it with the digital game "Qazaqsha logoped".
Measures
The study assesses four groups of reading skills of students: word reading, spelling, reading
fluency, reading comprehension. The screening was conducted in May 2019 (final month of first
grade). The pretest was conducted in early September 2020 and the posttest in December 2020.
Word reading
Tasks for assessing reading skills among students were developed in accordance with the
instructional and methodical letter “About the peculiarities of the organization of the educational
process in secondary education organizations of the Republic of Kazakhstan” (2019).
Students complete the assignment on a separate sheet. The assignments were translated into
Latin. Students are given 45 words to evaluate recognition of words that contain letters that are
difficult to pronounce. The student reads the proposed words aloud for 1 minute. Each correctly
read word is assigned 1 point. The maximum score is 45. Cronbach’s alpha reliabilities for this task
were .80, .81 and .82 at the pre-, post and follow-up tests, respectively.
Spelling
Students were asked to write the names of the pictures in order to assess their ability to write
correctly. In accordance with the assignment, students write an image dictation. Students write the
names of 15 figures on a sheet in the appropriate place on the sheet.
If the name of the picture is spelled correctly, 2 points are given, if there are minor errors,
1 point if the answer is incorrect, and 0 points. The maximum number of points scored is 30.
Cronbach’s alpha reliability of this task were .83, .84and .85 at the pre-, post and follow-up tests,
respectively.

456
 European Journal of Contemporary Education. 2021. 10(2)

Reading fluency
On the instructions of students to determine educational skills, students are given 50
obviously true (for example, “round ball”) or obviously false (for example, “strawberry blue”)
statements. For each opinion, the student chooses one of the answers “Yes” or “No”. The task takes
2 minutes to complete. The correct answer is 1 point, if the answer is not chosen or the answer is
incorrect, then 0 points. Maximum 50 points. Cronbach’s alpha reliability of this task were .84, .85
and .87 at the pre-, post and follow-up tests, respectively.
Reading comprehension
Students receive four texts to complete reading comprehension tasks. After each text, given
five questions with three possible answers. Students read the text and choose one of the suggested
answers. If the answer is correct, 1 point is given, if not – 0 points. The maximum score is 20.
Cronbach’s alpha reliability of this task were .80, .82and .83 at the pre-, post and follow-up tests,
respectively.
A. Data analysis
The main goal of this study was to evaluate the effectiveness of improving children's reading
skills using digital game-based learning to learn Latin alphabet.
During the study of learning Latin alphabet, to evaluate indicators of the development of
recognition skills, syllables and combined learning, letter recognition, reading fluency and reading
comprehension was used point system.
The results of an 8-week experiment gave an answer to the question of whether the use of
digital game-based learning improved reading skills in students.
The Shapiro-Wilks test was used as normality test. The assumption of normality for pretest
and post-test score in skills of word reading, spelling, reading fluency and reading comprehension
is significant, p > .05 and normal distribution was observed in both groups.
Pre-assessment of participants' skills in reading and spelling skills
No differences were found between the two groups in initial reading and spelling skills before
the intervention (α = 0.05). One-way ANOVA was used to evaluate learners' assignment submitted
for checking learners' homogeneity in the pre-test. All participants were homogeneous and had
equivalent abilities in skills of word reading, spelling, reading fluency and reading comprehension
skills before being exposed to the experiment (see Table 1).

Table 1. ANOVA

Sum of Df Mean Square F Sig.

Squares
Word Between Groups 4,000 1 4,000 1,248 ,272
reading
Within Groups 109,000 34 3,206
Total 113,000 35
Spelling Between Groups 4,000 1 4,000 ,958 ,335

Within Groups 142,000 34 4,176

Total 146,000 35
Reading Between Groups ,444 1 ,444 ,118 ,733
fluency
Within Groups 128,111 34 3,768
Total 128,556 35
Reading_c Between Groups ,694 1 ,694 ,312 ,580
omprehens
ion Within Groups 75,611 34 2,224
Total 76,306 35

457
 European Journal of Contemporary Education. 2021. 10(2)

Post-assessment of participants' skills in reading and spelling skills

To show participant learners' performance in both groups regarding the skills of word
reading spelling, reading fluency and reading comprehension mixed design ANOVA was used for
all domains. The results showed that in the mixed design ANOVA for the word reading, the main
effect of time and time group interaction were significant,
and respectively. Paired samples t test separately by group,
and for the training and the control
group, respectively showed that in both groups, the mean level of the word reading level increased
during the intervention period. An independent samples t test showed that the training group
developed faster than the control group ).
Then, to see if the progress in trained word reading had a transfer effect to children’s'
performance regarding the skills of spelling, reading fluency and reading comprehension skills
mixed design ANOVA was used for all domains. In the mixed design ANOVA for spelling the main
effect of time was significant, . But the time group
interaction was not, . Then we had exactly the same results in
the mixed design ANOVA for reading fluency and reading comprehension skills. The main effects
of time for reading fluency and reading comprehension skills were significant,
and respectively, whereas the
time group interactions were not, and
respectively. Both the training and control groups improved their
performance in spelling, reading fluency and reading comprehension skills, but there were no
differences in the rate of improvement between the groups.
The Kruskal-Wallis test was used to rule out the potential confounding effect of the training place
on the learning outcomes in training group (at home, at school, or at both places) in post-test. The test
found no significant differences in the four scores between these three groups trained at different
places: word reading (H = 3.011, df = 2, p = .222), spelling (H = 0.753, df = 2, p = .686), reading fluency
(H = 0.324, df = 2, p = .851), and reading comprehension (H = 4.924, df = 2, p = .085).
In conclusion, the goal of the current study was to examine the effectiveness of digital game-
based learning in teaching the Latin alphabet to children with special educational needs.The results
of an 8-week study conducted with the help of teachers and parents showed that it had a significant
positive effect on students' reading skills.These results complement previous studies (Van de Ven et
al., 2017; Van Gory et al., 2016). At the same time, the research work expands the scope of previous
research, demonstrating the effectiveness of the use of digital games by students with special
educational needs.
During the control period, the positive effect on reading fluency and reading comprehension
was slow. To speed it up, we can say that the use of digital game-based learning for a long time
gives positive results. This will be considered in our future research. Full, effective use of the time
allocated for the game, in turn, contributes to improving the educational skills of students with
special educational needs. Digital games are effective in developing the skills of word reading,
spelling, reading fluency and reading comprehension. In general, the results of the study are
consistent with the results of previous studies (Fredricks et al., 2004; Guthrie et al., 2012). Similar
studies, exactly studies on digital game-based learning, have also produced comparable results to
our result (Zheng, Spires, 2014; Ronimus et al., 2019).

5. Conclusion
The results of the research work are very effective in providing support to students with
special educational needs, using digital games in the formation and development of educational
skills. This result shows that the use of digital game-based learning as a new teaching method for
traditional teaching methods offered by the school has a positive effect on the development of
students' reading skills.The effectiveness of digital games in accordance with the goals of the game
is measured by improving literacy skills with reading words letter-by-letter; abrupt syllable,
smooth syllable, smooth syllable with a holistic reading of individual, reading in whole words and
groups of words. The results of the study indicate the importance of using additional training
methods, along with traditional methods of developing other skills. We hope that the results

458
 European Journal of Contemporary Education. 2021. 10(2)

obtained in this study will help teachers evaluate the effectiveness of digital game-based learning to
children with special educational needs and developing their reading skills.

References
Abdul Jabbar, Felicia, 2015 – Abdul Jabbar, A.I., Felicia, P. (2015). Game play engagement
and learning in game-based learning: A systematic review. Review of Educational Research. 85(2):
740-779.
About the peculiarities…, 2019 – About the peculiarities of the organization of the
educational, process in secondary education organizations of the Republic of Kazakhstan in the
2019-2020 academic year: Instructional and methodical letter. (2019). Nur-Sultan: National
Academy of Education. I. Altynsarin.
Chapman, 2000 – Chapman, J.W., Tunmer, W.E., Prochnow, J.E. (2000). Early reading-
related skills and performance, reading self-concept, and the development of academic self-
concept: A longitudinal study, Journal of Educational Psychology. 92(1): 703-708.
Cheng et al., 2015 – Cheng, M.T., Chen, J.H., Chu, S.J., Chen, S.Y. (2015). The use of serious
games in science education: A review of selected empirical research from 2002 to 2013, J. Comput.
Edu. 2(3): 353-375.
Chu, 2014 – Chu, H.C., Chang, S.C. (2014). Developing an educational computer game for
migratory bird identification based on a two-tier test approach. Educ. Technol. Res. Develop.
62(2): 147-161.
Cheung, Slavin, 2013 – Cheung, A., Slavin, R. (2013). Effects of educational technology
applications on reading outcomes for struggling readers: A best-evidence synthesis. Reading
Research Quarterly. 48: 277-299.
Eklund et al., 2015 – Eklund, K., Torppa, M., Aro, M., Leppänen, P., Lyytinen, H. (2015).
Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8.
Journal of Educational Psychology. 107(4): 126-140.
Fromme, 2003 – Fromme, J. (2003). Computer games as a part of children’s culture. Game
Stud. 3(1): 49-62.
Fredricks et al., 2004 – Fredricks, J.A., Blumenfeld, P.C., Paris, A.H. (2004). School
engagement: Potential of the concept, state of the evidence, Review of Educational Research.
74(2): 59-109.
Garris et al., 2002 – Garris, R., Ahlers, R., Driskell, J.E. (2002). Games, motivation, and
learning: A research and practice model. Simulation & Gaming. 33(5): 441-467.
Gee, 2007 – Gee, J.P. (2007). Good video games and good learning: Collected essays on video
games, learning and literacy. New York: Peter Lang Publishing.
Girard et al., 2012 – Girard, C., Ecalle, J., Magnant, A. (2012). Serious games as new
educational tools: How effective are they? A meta-analysis of recent studies. Journal of Computer
Assisted Learning. 29 (1): 207-219.
Guthrie et al., 2012 – Guthrie, J.T., Wigfeld, A., You, W. (2012). Instructional contexts for
engagement and achievement in reading. New York: Springer.
Grushevskaya, 1989 – Grushevskaya, M.S. (1989). Nedorazvitie rechi u mladshih shkolnikov
i ego preodolenie [Underdevelopment of speech in younger learners and its overcoming]. Alma-
Ata: Mektep. [in Russian]
Hwang, Chen, 2017 – Hwang, G.J., Chen, C.H. (2017). Influences of an inquiry-based
ubiquitous gaming design on learners’ learning achievements, motivation, behavioral patterns, and
tendency towards critical thinking and problem solving. Brit. J. Educ. Technol. 48(4): 950-971.
Hwang et al., 2012 – Hwang, G.J., Sung, H.Y., Hung, C.M., Huang, I., Tsai, C.C. (2012).
Development of a personalized educational computer game based on learners’ learning styles.
Educ. Technol. Res. Develop. 60(4): 623-638.
Hwang et al., 2013 – Hwang, G.J., Yang, L.H., Wang, S.Y. (2013). A concept map-embedded
educational computer game for improving learners’ learning performance in natural science
courses. Comput. Educ. 69 (1): 121-130.
Hwang et al., 2014 – Hwang, G.J., Hung, C.M., Chen, N.S. (2014). Improving learning
achievements, motivations and problem-solving skills through a peer assessment based game
development approach. Educ. Technol. Res. Develop. 62(2): 129-145.

459
 European Journal of Contemporary Education. 2021. 10(2)

Juel, 1986 – Juel, C., Grifth, P.L., Gough, P.B. (1986). Acquisition of literacy: A longitudinal
study of children in first and second grade. Journal of Educational Psychology. 78: 243-255.
Kenesbayev et al., 2017 – Kenesbayev, S.M., Salgaraeva, G.I., Makhmetova, A.A.,
Idrissov, S.N., Sabit, B. (2017). Possibilities of using information systems in the corrective work
with children with disabilities. Journal Revista Espacios. 38(46): 34-41.
Ke, Abras, 2013 – Ke, F., Abras, T. (2013). Games for engaged learning of middle school
children with special learning needs. British Journal of Educational Technology. 44: 225-242.
Kim et al., 2017 – Kim, S., Chang, M., Deater-Deckard, K., Evans, M. A., Norton, A.,
Samur, Y. (2017). Educational games and learners’ game engagement in elementary school
classrooms. Journal of Computers in Education. 4: 395-418.
Kornev, 1997 – Kornev, A.N. (1997). Narusheniya chteniya i pisma u detei [Violations of
reading and writing in children]. St. Petersburg: MiM. [in Russian]
Krasilnikova, 2003 – Krasilnikova, O.A. (2003). Razvitie rechi na urokah chteniya
[The development of speech in reading lessons]. SPb.: TMU. [in Russian]
Li, Tsai, 2013 – Li, M.C., Tsai, C.C. (2013). Game-based learning in science education:
A review of relevant research. J. Sci. Educ. Technol. 22(6): 877-898.
Lyytinen et al., 2008 – Lyytinen, H., Erskine, J., Ahonen, T., Aro, M., Eklund, K.,
Guttorm, T., Viholainen, H. (2008). Early identification and prevention of dyslexia: Results from a
prospective follow-up study of children at familial risk for dyslexia. In G. Reid, F. Manis, & L. Siegel
(Eds.), The Sage handbook of dyslexia. N.Y.: Sage. Pp. 121-146.
Mol, Bus, 2011 – Mol, S.E., Bus, A.G. (2011). To read or not to read: A meta-analysis of print
exposure from infancy to early adulthood. Psychological Bulletin. 37(1): 267-296.
Morgan, Fuchs, 2007 – Morgan, P.L., Fuchs, D. (2007). Is there a bidirectional relationship
between children’s reading skills and reading motivation? Exceptional Children. 73: 165-183.
Pennington, Bishop, 2009 – Pennington, B., Bishop, D. (2009). Relations among speech,
language, and reading disorders. Annual Review of Psychology. 60(2): 283-306.
Prensky, 2001 – Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, 2003 – Prensky, M. (2003). Digital game-based learning. Comput. Entertainment.
1: 21-29.
Qian, Clark, 2016 – Qian, M., Clark, K.R. (2016). Game-based Learning and 21st century
skills: A review of recent research. Comput. Hum. Behav. 63(4): 50-58.
Ramus et al., 2003 – Ramus, F., Rosen, S., Dakin, S.C., Day, B.L., Castellote, J.M., White, S.,
et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic
adults. Brain. 14(6): 841-865.
Ronimus et al., 2019 – Ronimus, M., Eklund, K., Pesu, L., Lyytinen, H. (2019). Supporting
struggling readers with digital game based learning, Education Tech Research Development. 67(8):
639-663.
Ronimus et al., 2014 – Ronimus, M., Kuala, J., Tulane, A., Lysine, H. (2014). Children’s
engagement during digital game-based learning of reading: The effects of time, rewards, and
challenge. Computers & Education. 71(3): 237-246.
Rosas et al., 2003 – Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M.,
Flores Salinas M. (2003). Beyond Nintendo: Design and assessment of educational video games
for first and second grade learners. Computers & Education. 40: 71-94.
Salgarayeva et al., 2020 – Salgarayeva, G., Makhanova, A., Bazayeva, Zh. (2020).
Possibilities of Using Digital Technologies in Teaching Latin Graphics in the Republic of
Kazakhstan. 2nd International Scientific and Practical Conference “Modern Management Trends
and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020):
64-69.
Savolainen et al., 2008 – Savolainen, H., Ahonen, T., Aro, M., Tolvanen A., Holopainen L.
(2008). Reading comprehension, word reading and spelling as predictors of school achievement
and choice of secondary education. Learning and Instruction. 18: 201-210.
Spirova, Yastrebova, 1985 – Spirova, L.F., Yastrebova, A.V. (1985). Uchitel o detyah s
narusheniyami rechi [Teacher about children with speech disorders]. Moscow: Education. [in Russian]
Svetlovskaya, 2001 – Svetlovskaya, N.N. (2001). Izuchenie novyh podhodov v nauke
[Exploring new approaches in science]. Moscow: Znanie. [in Russian]

460
 European Journal of Contemporary Education. 2021. 10(2)

Tombak, Ateskan, 2019 – Tombak, C.A., Ateskan, A. (2019). Science Teachers’ Beliefs and
Attitudes towards the Use of Interactive Whiteboards in Education. Journal of Turkish Science
Education. 16(3): 394-414.
Torgesen, 2004 – Torgesen, J.K. (2004). Avoiding the devastating downward spiral.
The evidence that early intervention prevents reading failure. Boston: American Educator.
Troshin, Zhulina, 2005 – Troshin, O.V., Zhulina, E.V. (2005). Logopsihologiya: Uchebnik
[Logopsychology: Textbook]. Moscow: SC Sphere.
Van de Ven et al., 2017 – Van de Ven, M., de Leeuw, L., Weerdenburg van, M., Steenbeek-
Planting E.G. (2017). Early reading intervention by means of a multi component reading game,
Journal of Computer Assisted Learning. 33: 320-333.
Van Gory et al., 2016 – Van Gory, K., Seers, E., Verhoeven, L. (2016). Enhancing decoding
efficiency in poor readers via a word identification game. Reading Research Quarterly. 52(4): 105-123.
Vakulenko, 2018 – Vakulenko, L.S. (2018). Vospitanie i obuchenie detei s narusheniyami
rechi. Psihologiya detei s narusheniyami rechi: uchebnoe posobie [Education and training of
children with speech disorders. Psychology of children with speech disorders: textbook]. Moscow:
Forum Infra-M. [in Russian]
Wouters et al., 2013 – Wouters, P., Van Nimwegen, C., Van Oostendorp, H., Van der
Spek, E.D. (2013). A meta-analysis of the cognitive and motivational effects of serious games.
Journal of Educational Psychology. 105(2): 249-265.
Willcutt, Pennington, 2000 – Willcutt, E.G., Pennington, B.F. (2000). Comorbidity of
reading disability and attention-defcit hyperactivity disorder: Differences by gender and subtype.
Journal of Learning Disabilities. 33: 179-191.
Wrzesien, Raya, 2010 – Wrzesien, M., Raya, M.A. (2010). Learning in serious virtual worlds:
Evaluation of learning effectiveness and appeal to learners in the E-junior project. Computers &
Education. 55(1): 178-187.
Yang, Chang, 2013 – Yang, Y.T., Chang, C.H. (2013). Empowering learners through digital
game authorship: Enhancing concentration, critical thinking, and academic achievement. Comput.
Educ. 68(4): 334-344.
Young et al., 2012 – Young, M.F., Slota, S., Cutter, A.B., Jalette, G., Mullin, G., Lai, B.,
Simeoni, Z., Tran, M., Yukhymenko, M. (2012). Our princess is in another castle: A review of
trends in serious gaming for education. Rev. Educ. Res. 82(1): 61-89.
Zhen, Spires, 2014 – Zhen, M., Spires, H.A. (2014). Fifth graders’ fowl experience in a digital
game-based science learning environment. International Journal of Virtual and Personal
Learning Environments. 5: 69-86.

461