2023

Malessa, Eva

In this case study, an existing game app, developed for children learning to read and write in their first/second language Finnish, was remotely tested with their own devices by three in-service LESLLA teachers during a period of 2-6 months. Evaluation and re-design data in form of written gaming diaries and interview recordings were also produced remotely. For this qualitative exploration a slightly adapted model of the use-oriented design cycle proposed by Bratteteig et al. (2013, p. 128) was adopted. The objective of this explorative design collaboration has been the re- design of the existing app, envisioning digital LESLLA-proof literacy support learning environments (see Cezarotto et al., 2022). Results of the present study, concluding the author’s doctoral research on LESLLA learners’ technology-mediated literacy support (Malessa, 2021, 2023, in press) will be presented and discussed.