This paper examines how primary aged children with reading difficulties attend to, understand and act upon different types of feedback within a digital literacy game. A systematic and structured video analysis of twenty-six children's game play was carried out focussing on moments where children made an error and were followed by in-game feedback. Our findings show that children benefited from outcome feedback, which supported an accurate interpretation of their game performance and prompted children to try again. In contrast, though the elaborative feedback attracted similar levels of attention, children struggled to understand the content, resulting in a reliance on implicit knowledge to correct their next response. Alongside identifying a set of new questions for future research, the study contributes a number of intrinsic and extrinsic recommendations for ensuring children with reading difficulties attend to and comprehend games-based feedback.

中文翻译：

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有阅读困难的儿童是否受益于教学游戏支持？探索儿童的注意力和对反馈的理解

本文研究了有阅读困难的小学年龄儿童如何在数字识字游戏中关注、理解不同类型的反馈并采取行动。对 26 个儿童的游戏进行了系统和结构化的视频分析，重点关注儿童犯错的时刻，然后是游戏中的反馈。我们的研究结果表明，孩子们从结果反馈中受益，结果反馈支持对他们的游戏表现的准确解释，并促使孩子们再次尝试。相比之下，尽管详尽的反馈吸引了相似程度的关注，但儿童难以理解内容，导致依赖内隐知识来纠正他们的下一个反应。除了为未来的研究确定一组新问题外，