CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presents a review of related literature relevant to the study. It is organized into three main sections: the theoretical review, empirical literature aligned with the study objectives, and a summary of the reviewed literature. Sources reviewed include both published and unpublished materials obtained from electronic and non-electronic platforms.
2.1 Theoretical Review
Emergent Literacy Theory
Emergent Literacy Theory explains that children develop foundational literacy skills before formal schooling, which later support the acquisition of conventional reading and writing abilities. According to this theory, literacy development begins at birth and progresses continuously. Early experiences play a crucial role in shaping children’s literacy growth and provide guidance for educators in promoting these skills (Din & Calao, 2010).
The theory further emphasizes that listening, speaking, reading, and writing are interconnected processes that develop simultaneously. It highlights the importance of a literacy-rich home environment, which includes the availability of books, newspapers, and magazines, as well as active parental involvement in reading activities. When reading is associated with enjoyment and parents frequently engage children in reading, literacy development is significantly enhanced (Harter & Heng, 2011).
Research by Marie Clay demonstrated that children possess considerable knowledge about reading and writing even before they begin formal schooling. Her findings challenged the traditional concept of “reading readiness,” suggesting instead that literacy skills develop gradually and interactively as children engage with language in different forms (Karakus, 2012).
Emergent literacy is therefore understood as a process that begins early in life and is strengthened through meaningful interaction with adults. As children are exposed to oral and written language, they gradually gain control over literacy skills. Active engagement in reading and writing activities further enhances this development (Lopez-Morteo & Lopez, 2014; Mitchell & Savill-Smith, 2004).
2.2 Types of Computer Games in Education
According to Klopfer et al. (2009), various types of computer games can be integrated into teaching to enhance literacy skills among lower primary school children. These games are designed to promote engagement, interaction, and active learning.
2.3 Empirical Literature Review
Participation as a Computer Game Strategy
Participation through computer game-based learning enhances literacy development, particularly in letter recognition and ordering skills among lower primary learners. This approach encourages pupils to actively engage in the learning process through interaction with peers and digital tools.
Participation allows learners to contribute ideas, engage in discussions, and practice problem-solving skills. It also promotes critical thinking, organization of concepts, and evaluation of different perspectives (Bonk & Dennen, 2004). Compared to traditional lecture methods, participatory learning fosters deeper understanding and better retention of knowledge (Ewens, 2010).
Studies indicate that active classroom participation increases learners’ motivation, satisfaction, and overall academic performance. Learners who participate actively tend to retain more information and develop stronger problem-solving and critical thinking skills (Çankaya, 2016).
Furthermore, participation helps teachers assess individual learning levels, enabling them to support struggling learners effectively. It also creates an inclusive environment where pupils are encouraged to ask questions and express their ideas freely, thereby improving their literacy skills (Huang Wen-Hao, 2010).
2.4 Demonstration as a Computer Game Strategy
Demonstration is another important strategy in computer game-based learning that supports literacy development. Through step-by-step visual presentation, learners are able to understand the process of letter formation more effectively.
This strategy enhances attention, as learners closely follow each stage of the demonstration. It also builds confidence, as pupils observe and replicate the process, reinforcing their ability to form letters correctly (Lankshear & Knobel, 2006).
Demonstration promotes patience and systematic learning, as learners follow structured steps from beginning to completion. It also encourages analytical thinking, allowing pupils to observe, repeat, and improve their performance over time (Lee, 2015).
Additionally, demonstration provides opportunities for learners to ask questions and clarify misunderstandings during the learning process. This interactive approach ensures that learners fully grasp each step before progressing, thereby improving literacy outcomes (Mitchell, 2004).
Overall, demonstration through computer games simplifies complex processes, making learning more engaging, efficient, and effective for young learners (Cameron, 2015).
2.5 Observation as a Computer Game Strategy
Observation plays a critical role in literacy development, particularly in enhancing reading and listening skills among young learners. Through observing computer-based activities, children gain a deeper understanding of concepts and processes (Lim, 2015).
Observation supports the development of auditory skills such as listening, recognition, sequencing, and memory, which are essential for reading (Papastergiou, 2010). It also contributes to vocabulary development, grammar acquisition, and comprehension skills.
Learners benefit from observing others, sharing ideas, and drawing conclusions based on what they see and hear. This process enhances understanding and promotes collaborative learning (Hoskins & Stoltz, 2015).
Computer games that incorporate repetition and variation enable learners to observe patterns and reinforce learning over time. Observation also supports attention and concentration, which are essential for academic success (McFarlane, 2012).
According to Bandura’s theory of observational learning, children learn by imitating others’ actions and behaviors. Through this process, they develop cognitive, social, and communication skills. Observation therefore plays a vital role in shaping learners’ literacy development and overall academic growth (Karakus, 2012).
Conclusion
In conclusion, the reviewed literature highlights the significant role of computer games in enhancing literacy skills among lower primary school children. Strategies such as participation, demonstration, and observation promote active learning, engagement, and skill development.
However, despite these benefits, there are still gaps in understanding how best these strategies can be effectively implemented in schools to achieve optimal literacy outcomes. This study therefore seeks to address these gaps by examining the use of computer games in literacy development.
The findings from this literature were compared with data collected in the field to draw conclusions relevant to the objectives of the study.
