Feedback Type (Immediate-Delayed) in Instructional Digital Games and its Effect on English Common Dictation Errors Treatment and Improving Academic Resilience among Primary School Fourth Grade Pupils

Document Type : Research papers review in the scientific journal

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Faculty of Education. Instructional Technology Department, Helwan University

Abstract

The research aimed at treating English common spelling errors among fourth-grade pupils, and improving their academic resilience level, by investigating the effect of two feedback types; (immediate-delayed) through an instructional digital game entitled "Spell2win", with two designs according to the independent variable of the research. The researcher prepared a list of English common spelling errors among the pupils, and classified them into six categories, on which an English spelling test was prepared. In order to measure pupils’ academic resilience level, the researcher used the (ARS-30) scale, prepared by (Cassidy, 2016), after being translated and simplified. The quasi-experimental approach was used, and the research sample consisted of (75) fourth-grade pupils, who were divided into three groups; a control group; studying through the traditional methods, and two experimental groups; so that the pupils of the first one received immediate feedback, while the pupils of the second received delayed feedback. The research concluded a number of results, the most important of which was the presence of statistically significant differences at the level (0.05) among the mean scores of the three groups’ pupils in the dictation test, and the academic resilience scale, in favor of the first experimental group due to the immediate feedback.

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