{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,11,6]],"date-time":"2026-11-06T10:30:38Z","timestamp":1793961038635,"version":"4.8.0"},"reference-count":91,"publisher":"PeerJ","license":[{"start":{"date-parts":[[2023,7,31]],"date-time":"2023-07-31T00:00:00Z","timestamp":1690761600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100003246","name":"Netherlands Organisation for Scientific Research","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100003246","id-type":"DOI","asserted-by":"crossref"}]},{"name":"Graduate School of Behavioural and Cognitive Neuroscience","award":["No. 022.004.008"],"award-info":[{"award-number":["No. 022.004.008"]}]},{"DOI":"10.13039\/501100002839","name":"Charit\u00e9\u2013Universit\u00e4tsmedizin Berlin","doi-asserted-by":"crossref","id":[{"id":"10.13039\/501100002839","id-type":"DOI","asserted-by":"crossref"}]},{"name":"German Research Foundation (DFG) for the APC","id":[{"id":"https:\/\/ror.org\/018mejw64","id-type":"ROR","asserted-by":"crossref"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>In this article, we report on a study evaluating the effectiveness of a digital game-based learning (DGBL) tool for beginning readers of Dutch, employing active (math game) and passive (no game) control conditions. This classroom-level randomized controlled trial included 247 first graders from 16 classrooms in the Netherlands and the Dutch-speaking part of Belgium. The intervention consisted of 10 to 15 min of daily playing during school time for a period of up to 7 weeks. Our outcome measures included reading fluency, phonological skills, as well as purpose built in-game proficiency levels to measure written lexical decision and letter speech sound association. After an average of 28 playing sessions, the literacy game improved letter knowledge at a scale generalizable for all children in the classroom compared to the two control conditions. In addition to a small classroom wide benefit in terms of reading fluency, we furthermore discovered that children who scored high on phonological awareness prior to training were more fluent readers after extensive exposure to the reading game. This study is among the first to exploit game generated data for the evaluation of DGBL for literacy interventions.<\/jats:p>","DOI":"10.7717\/peerj.15499","type":"journal-article","created":{"date-parts":[[2023,7,31]],"date-time":"2023-07-31T06:03:59Z","timestamp":1690783439000},"page":"e15499","source":"Crossref","is-referenced-by-count":14,"title":["Dynamic assessment of the effectiveness of digital game-based literacy training in beginning readers: a cluster randomised controlled trial"],"prefix":"10.7717","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8994-7860","authenticated-orcid":true,"given":"Toivo","family":"Glatz","sequence":"first","affiliation":[{"name":"Center for Language and Cognition (CLCG), Faculty of Arts, University of Groningen, Groningen, Netherlands"},{"name":"Institute of Public Health, Charit\u00e9\u2013Universit\u00e4tsmedizin Berlin, Corporate Member of Freie Universit\u00e4t Berlin and Humboldt-Universit\u00e4t zu Berlin, Berlin, 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