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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Using Game-Based Learning Activities to Promote Foundational Literacy Skills, Inclusion, and Equity
Shu Jen Chen-Worley
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DOI:10.17265/2161-623X/2024.06.006
Touro University, New York, U.S.A.
Learning-by-doing is one of the influential concepts that the prominent American philosopher and education reformer, John Dewey (1859-1952) emphasized. The purpose of the paper is to demonstrate how foundational literacy skills, inclusion, and equity can be achieved through game-based learning activities. Foundational literacy skills include phonological awareness, phonics, and word knowledge which are the essential skills to master vocabulary skills—reading, spelling, and semantics. The three game-based activities are scaffolded to achieve the purpose of the paper. The 1st activity promotes the foundational skills necessary to build vocabulary skills. The 2nd activity builds upon the 1st activity and reinforces vocabulary learning and the understanding of sentence structures. The 3rd activity reinforces the vocabulary learning for the first two activities. It helps children who cannot sit still move around and learn at the same time. It enhances fine and gross motor skills, attention, memory, listening, speaking, reading, and writing as well. The three game-based activities are designed to engage learners to play and learn together with equal learning opportunities. Teaching and learning are mutually inclusive. When teaching is effective, learning is effective as well.
game-based learning, foundational literacy skills, inclusion, equity
Shu Jen Chen-Worley. (2024). Using Game-Based Learning Activities to Promote Foundational Literacy Skills, Inclusion, and Equity. US-China Education Review A, June 2024, Vol. 14, No. 6, 384-389.
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