Research has established the importance of early literacy interventions to help struggling readers to overcome their reading difficulties. Early intervention for children with reading difficulties (RD) is therefore a societal priority. Early reading intervention requires early identification. However, identifying school starters who risk facing RD has remained an error-prone process. In Norway, the national quality monitoring system has no validated tool available for the identification of struggling readers at school start. Our aim in GAMEPLAY is to develop a non-intrusive method for accurate early detection of risk for developing reading difficulties in first-grade school children. We do this through innovative use of gameplay data obtained from the child's interaction with a digital reading game. The children will play the reading game daily during a five-week period during the first months of school. The data contain detailed recordings of each game session in terms of, e.g., response times, item clicked, number of correct responses and number of incorrect responses. Hence, through playing an enjoyable digital reading game, we obtain rich data which carries information about the child's developmental trajectories of perceptual, cognitive and linguistic skills. This data will be subjected to state-of-the-art AI/machine learning algorithms in order to detect whether the child may be at risk for developing reading difficulties. To train and evaluate various machine learning algorithms, we will initially use high-quality data already obtained as part of the On Track research project. In order to train the more powerful AI algorithms, this dataset is too small. We therefore will collect a larger dataset, involving many more participants. Our project will also specify how the predictive model may be integrated with the game platform for the benefit of teachers.
Project leader: Njål Foldnes
Category: Øvrige offentlige
Institution: OSLO KOMMUNE UTDANNINGSETATEN