Relevant bibliographies by topics / Spelling games

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Spelling games'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Spelling games"

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Hijjatul Qamariah and Sri Wahyuni. "TEACHING SPELLING THROUGH GAMES." Visipena Journal 9, no. 1 (June 30, 2018): 137–50. http://dx.doi.org/10.46244/visipena.v9i1.447.

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Games have been believed to be good media in assisting teaching for years. Games are believed can promote learning become more interesting. Many studies have been conducted on utilizing games in learning. Some have proved that games can catch students’ attention better than traditional media such as textbook. In this study, games were used in teaching students about spelling. Since spelling is the basic form of language, there are still contradicts in how to teach it better. The researchers believed that games can assist in enacting more interactive spelling course well. Thus, this research employed some spelling games to be used in teaching third grade students of English as a Foreign Language (EFL) Elementary school, Bungcala, Aceh Besar. The researchers wanted to know the students’ responses after teaching by using spelling games. Thus at the end of teaching and learning process after four meetings by applying games in teaching spelling, the researcher distributed questioners to students asking their opinion about spelling games in learning spelling. The students’ responses showed that they love to study spelling through games, games make them interested in studying spelling. Games let them work more in groups.
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Greenwood, Bill. "Adventures in Learning: Spelling." Gifted Education International 10, no. 1 (September 1994): 31–32. http://dx.doi.org/10.1177/026142949401000107.

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The gifted child has a superior ability to perceive relationships where they are not obviously perceptible. At the Willings Learning Clinic we devise a set of learning games for each individual underachiever. However, these games many of which call for the perception of relationships are very useful for gifted children either in groups or (especially) played with a child and a mentor. This article and the ones which follow describe games which a teacher or mentor can offer.
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Patterson, Nancy. "TECH CONNECT: Spelling: Blame It on Technology." Voices from the Middle 9, no. 3 (March 1, 2002): 40–43. http://dx.doi.org/10.58680/vm20022403.

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Discusses how the technology of alphabetic writing is the first technology to “blame” for students’ spelling problems. Considers the use of computers and spell checkers in dealing with spelling issues. Lists 10 Web sites that address spelling reform; research on spelling; and spelling lists, tests, tips, and games.
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Sembiring, Novalina, and Anna Stasya Prima Sari. "Spelling Bee Games: Belajar Bahasa Inggris sambil bermain bagi Anak-anak Pengungsian di Desa Simacem, Siosar." Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) 5 (December 17, 2022): 1–10. http://dx.doi.org/10.37695/pkmcsr.v5i0.1622.

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Peningkatan kosakata merupakan salah satu keterampilan dasar untuk menguasai sebuah bahasa, termasuk bahasa Inggris. Tujuan pengabdian pada masyarakat ini adalah untuk meningkatkan kosakata anak-anak pengungsian yang berada di desa Simacem Siosar melalui spelling bee games, sejenis permainan dengan mengeja kata-kata dalam bahasa Inggris. Desa Simacem Siosar menjadi tempat pelaksanaan pengabdian karena merupakan daerah pengungsian sehingga pendidikan anak-anak tidak jarang luput dari perhatian. Pengajaran bahasa Inggris untuk meningkatkan kosakata anak-anak pengungsian di Siosar melalui spelling bee games terbukti dapat meningkatkan keterampilan kosakata mereka serta meningkatkan motivasi dalam belajar bahasa Inggris karena pembelajaran dilakukan sambil bermain. Peserta didik yang awalnya sangat minim kosakata dan tidak begitu terbiasa dengan spelling menunjukkan peningkatan kemampuan diakhir pembelajaran. Hal ini dapat dilihat dari rata-rata nilai kuis yang semula <50 menjadi >50. Melalui spelling bee games, kosakata peserta didik meningkat dan mereka mendapat banyak kosakata baru serta kemampuan mengeja mereka dalam bahasa Inggris juga menjadi lebih baik dari sebelumnya. Kata kunci: spelling bee, anak-anak pengungsian
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Elimelech, Adi, and Dorit Aram. "Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling game." Written Language and Literacy 25, no. 2 (December 6, 2022): 159–82. http://dx.doi.org/10.1075/wll.00065.ara.

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Abstract The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a, e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per session) in one month. The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants. The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented digital Hebrew games and activities with preschoolers.
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Hadiyansah, Dwi Nur. "The Increasing Students’ Vocabulary Through Spelling Bee Games." JOEY: Journal of English Ibrahimy 2, no. 1 (February 10, 2023): 50–57. http://dx.doi.org/10.35316/joey.2023.v2i1.50-57.

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This research aimed to find out whether a spelling bee game can increase students’ vocabulary or not and to find out the effectiveness of a spelling bee game to increase students’ vocabulary. The research method was classroom action research which consisted of cycles. The research location was in SMPN 1 Banyuputih. The data collection instruments were observation, documentation, questionnaire, and trial questions. Furthermore, the data were analyzed by qualitative descriptive and comparative descriptive. The conclusions of this research were spelling bee games can increase students’ vocabulary with the comparison test values 57,8 (Pre-test), 68,9 (Post-test 1), and 84,0 (Post-test 2). This game was also effective, it showed by the students’ activity observations results of 73% (1st meeting), 75% (2nd meeting), 77% (3rd meeting), and 92% (4th meeting) in a series. The questionnaire of effectivity also showed a value of 84,4 with the predicate good.
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Pryle, Marilyn Bogusch. "Peek, Peak, Pique: Using Homophones to Teach Vocabulary (and Spelling!)." Voices from the Middle 7, no. 4 (May 1, 2000): 38–43. http://dx.doi.org/10.58680/vm20002301.

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Argues that regular homophone practice enhances vocabulary knowledge, spelling skills, pronunciation ability, and overall reading proficiency. Describes how card games played with decks of homophones helped to accomplish these things. Notes particular benefits of homophone games to ESL students, and outlines key advantages of using the games.
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Shokri, Hossein, and Seyed Jalal Abdolmanafi-Rokni. "The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study." Studies in English Language Teaching 2, no. 3 (September 18, 2014): 266. http://dx.doi.org/10.22158/selt.v2n3p266.

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<p><em>This is a qualitative study in which video games were applied as one of the basic steps of language learning and literacy skill for specific students i.e. spelling. In this study 40 students from two classes at the age group of 14-16were randomly divided into two groups, control and experimental (each 20). The participants in the control group receive a placebo while the experimental group was presented with original computer games. During the treatment period the experimental group worked with each game by the teacher in the class. The classroom was equipped with the computer, television, overhead projector, etc. Each week they was subjected to one game. At the end of each session, the students were required to play the games and elicit words and spelling of them. After eight sessions of treatment, a questionnaire was filled out by the participants in the experimental group. The results of the study showed that the experimental group outperformed the control group. This finding subscribes to the role and efficacy of video computer games on spelling among students.</em></p>
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C., Sandiuc. "The use of vocabulary games in the ESP classroom." Scientific Bulletin of Naval Academy XXII, no. 1 (July 15, 2019): 104–11. http://dx.doi.org/10.21279/1454-864x-19-i1-014.

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Studies show that engaging students with game-based activities increases their involvement and leads to better language acquisition. Students who associate learning with playing games and having fun are more relaxed, at the same time being more involved and competitive. Therefore, language games can prove to be a very useful tool in teaching vocabulary effectively in ESP. They can be used as warm-up activities or time fillers, as review exercises or even as an assessment tool. The present paper discusses a series of fun activities aimed at improving students’ vocabulary mastery, their spelling skills, inference making and morphology knowledge, such as: alphabet and spelling games, fun matching activities, concentration and memory games, vocabulary review games, etc. These activities advocate for a change in the teaching techniques, which could provide some variety and turn standard textbook activities into playful tasks meant to revive the ESP classroom and improve learners’ vocabulary and fluency
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Mangiri, Roni1. "THE EFFECTIVENESS OF USING BINGO GAMES TO IMPROVE STUDENT’S SPELLING ABILITY AT SMP KRISTEN SA’DAN." Teaching English as a Foreign Language Overseas Journal 10, no. 2 (August 17, 2022): 83–88. http://dx.doi.org/10.47178/teflo.v10i2.1739.

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Dissertations / Theses on the topic "Spelling games"

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Maragliano, Leslie. "Cast-a-spell--the "write" program for second graders in a looping class /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1611.html.

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Theses (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Margaret Ferrara. " ... in partial fulfillment of the requirement for the degree of Master of Science in Elementary Education." Includes bibliographical references (leaves 61-63).
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Du, Cloux Kim Elaine. "A guide to motivating students to twist to better spelling." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2431.

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Students learn and retain more when they enjoy the process or avenue of learning. Students have fun learning to spell when visual, auditory, and hands-on learning are included in the process. In addition, the intervention project can be used to support and assist second language learners. The benefits from this intervention project will not only strengthen students' phonemic and spelling foundation, but will also enhance their reading comprehension and writing effectiveness.
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Holz, Heiko [Verfasser]. "Design, Development, and Evaluation of Research Tools for Evidence-Based Learning : A Digital Game-Based Spelling Training for German Primary School Children / Heiko Holz." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1223451437/34.

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Wang, Chin-Yu, and 王金玉. "The Effects of Board Games on Taiwanese 6th Graders’ English Spelling Ability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/91334470475055826255.

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碩士
國立臺北教育大學
兒童英語教育學系碩士班
103
Abstract This study aims to investigate the effects of board games on English spelling ability of Taiwanese 6th graders. Forty-eight 6th graders from two classes participated in this study, one with 24 students serving as the experimental group and the other with 24 students as the control group. The board game Rummikub Word was adapted and applied to spelling practice for the experimental group while the control group adopted traditional writing drill after instructions from their English teacher. The experiment lasted for 8 weeks, with 3 periods per week, 20 minutes in one period of instruction. Research data were collected mainly through a self-made spelling pretest, an immediate posttest, and a delayed posttest. A feedback questionnaire was also administered to the experimental group to find the students’ opinions toward this game-based learning project. The study results reveal that both groups significantly improved their spelling ability after receiving instructions. However, the spelling ability and the retention effectiveness of the experimental group were both significantly better than those of the control group. Furthermore, the experimental group claimed that it was helpful and joyful for them to memorize vocabulary via this adapted board game. Finally, based on the results of this study, some suggestions are provided for teachers and further studies.
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Wu, Wen-Chi, and 吳文琪. "Effects of Digital Spelling Games on Junior High Students' English Vocabulary Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/28461115142238016038.

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碩士
國立臺灣師範大學
資訊教育學系在職進修碩士班
100
Abstract The purpose of this research was to study the English vocabulary game “Synchro” that the participants was developed for junior high school students, to understand the learning effectiveness of participants and the feeling of learning English vocabulary game after using Synchro. The participants are ninth graders of a junior high school in Taipei city, which are consisted of five hundred and fifty persons. Using convenience sampling ,ten boys and twenty one girls as a group of thirty one people were choosen as sample. The average score of participants english in five terms is 91.81, the highest and lowest mark are 98.44 and 71.25 respectively. Pretest-posttest guasi-experimental design was used in this research. The participants take eight periods for English spelling game after pretest, the first five periods are individual game, the last three periods test are competitive and cooperative games. The participants complete posttest, retention test and questionnaire.Pretest and posttest data are to examine the learning effectiveness of participants. English vocabulary, questionnaire is to know the participants’ learning attitude toward game-supported English vocabulary spelling. After taking Synchro spelling game, the participants’ effectiveness of learning English vocabulary in the posttest is obviously superior than pretest. The effectiveness of learning English vocabulary will retain ten days.The participants have positive attitude toward Synchro spelling game.
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Hsu, Yu-Te, and 許有德. "Design and Evaluation of English Spelling Games for Junior High Students’ Vocabulary Learning." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06194814221839237935.

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碩士
國立臺灣師範大學
資訊教育學系
98
The purpose of this research is to design an English spelling game system for junior high students English vocabulary practice, to evaluate the usability of the game system, and to investigate students’ attitude of using the game system. We named this game system “Spelling Hunter”. This game system includes Synchro and EngPac. We invited 264 of grade seventh students from junior high school in Taipei to evaluate this game. First, teacher guided the students to play Synchro for 4 weeks. We obtained students’ gaming record. We modified game designs in accordance with gaming record and teacher’s feedbacks. We observed the words using situation until saturation point. Then we inquire students’ attitude by attitude questionnaire. Finaly, we design EngPac. We compared the using of Synchro with EngPac by game database and attitude questionnaire. The result shows that students can adequately practice English vocabulary by palying ”Spelling Hunter”. They were glad to try unlearned words. Synchro gets more positive comments in the aspect of usability. Generally speaking, “Spelling Hunter” is a usable system, and the students who participated in this system hold positive attitude toward the digital game system.
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Lee, Chia-Hui, and 李佳蕙. "The Effectiveness of Using Table-top Games to Review EnglishVocabulary on Fourth Graders’ Spelling Ability." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gv28eg.

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碩士
中華大學
科技管理學系
107
The study aimed to investigate the effectiveness of using table-top games on English spelling ability of Taiwanese fourth graders in New Taipei City. The quasi-experimental design was conducted for this study. There are 55 fourth graders that participated in the study with 27 students serving as experimental group, and with 28 students serving as control group. The experimental group adopted the table-top game for spelling activity, meanwhile, the control group applied the traditional writing drill practice after formal instruction. The research lasted for five weeks, with one session per week, 20 minutes in one period of class. Both of the groups took self-made spelling pre-test, immediate post-test, and delayed post-test. Research figures were analyzed by independent samples t-test and a paired samples t-test. According to the results of this study, both of the groups significantly improved their spelling ability after receiving instructions. Nonetheless, the table-top game instruction significantly influenced the experimental group’s spelling ability and effectively retained its vocabulary ability than the control group in the spelling posttest and delayed test. In addition, the participants of the experimental group showed their preference for the table-top game instruction. They can memorize vocabularies more efficiently than before. Finally, based on the results of the study, some teaching suggestions are provided for English teachers and further studies.
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YOU, SHU-MEI, and 游淑梅. "The Effects of Using Board Games to Review Vocabulary to Taiwanese 5th Graders' English Spelling Ability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/31605206962286978599.

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碩士
國立臺北教育大學
兒童英語教育學系碩士班
105
Abstract This study aims to investigate the effects of board games on English spelling ability of Taiwanese 5th graders. In the process of learning English for EFL learners, memorizing vocabularies is one of the difficulties for them. Therefore, the researcher tries to apply board games on spelling practice in order to enhance students’ spelling ability. This study adopted a quasi-experimental design. Thirty-two students of fifth graders from a public elementary school in Taipei city participated as experimental and the control groups. Both groups received different vocabulary spelling practice activities. The teacher-made board game was adapted from “Zicke Zacke” （a German memory game） and applied to spelling practice for the experimental group while the control group adopted writing drills after teacher instructions. This experiment lasted four weeks, with two 10-minute sessions per week, totaling 8 sessions of experimental teaching. Quantitative data were collected from a self-made spelling pretest, an immediate posttest, and a delayed posttest. Research data were analyzed by dependent samples t test and a paired samples t test. The results of this study reveal that both groups enhanced their spelling ability significantly after receiving instructions. However, the experimental group obviously performed better spelling ability and retention effectiveness than the control group in the English vocabulary spelling posttest and delayed test. Furthermore, students in the experimental group also claimed that the board game was enjoyable and helpful for their vocabulary spelling. They can memorize vocabularies more efficient and are happier than before. Finally, based on the results of the study, some teaching suggestions are provided for English teachers and further studies.
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CHU, HUI-CHUAN, and 朱惠絹. "A Study of Board Games Based Phonics Instruction on Remedial Students’ Word Decoding, Spelling Abilities and English Learning Attitude." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/558f75.

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碩士
南臺科技大學
應用英語系
106
This study aims to discuss how board games learning strategy using on phonics teaching for elementary school students in an English remedial instruction class to enhance their decoding and spelling abilities and learning attitudes. The subjects of the study were 6 elementary school students with low English performance in an English remedial instruction class. Four of them are in fourth grade and the others two are in sixth grade. These students, recruited from an elementary school in Tainan City, were with normal intelligences and did not attend private English institutes after school. During the 18 weeks remedial instruction periods, all participants received 80 minutes phonics instruction using self- designed board games once a week. Before and after remedial instruction, all students were asked to take pre-tests and post-tests of word decoding, spelling abilities and After School Alternative Program technology-based testing. Moreover, they were required to complete the questionnaires on students’ English learning attitudes. Lastly, after the instruction, the teacher interviewed all the participants. Based on the findings, it is suggested that board games based phonics instruction offer an appropriate instruction for elementary school teachers who seek to help underachievers improve their English ability on their decoding and spelling abilities and learning attitudes.
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Shu-fan, Yu, and 游舒帆. "Games in Teaching Taiwanese Romanization Spelling-- A Case of 2 Grade 5 classes from 2 schools in Ba Dou Area, Keelung." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/35683414637235649686.

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碩士
國立臺灣師範大學
台灣文化及語言文學研究所
100
Games in Teaching Taiwanese Romanization Spelling --A Case of 2 Grade 5 classes from 2 schools in Ba Dou Area, Keelung The purpose of this study aimed to explore the real condition and effects of games teaching on Taiwanese Romanization for Grade 5 students, and to investigate the difficulties in the process and solving methods. Games are a motivational tool to encourage and stimulate learning and attention. Based on a case of study, the subjects were a total of 53 students in grade 5 from 2 different schools, taught by a researcher. Throughout 13 weeks research, the data was collected and analyzed by means of classroom observation, interviewing the students, reflective journal, surveys of opinions from students and Taiwanese teachers and document analysis based on SPSS. Research findings are summarized as follows: 1. By incorporating games into Taiwanese Romanization Spelling, the researcher found the interaction between the teacher and students, the students’ reaction on Taiwanese Romanization Spelling learning, and the performance to be highly different to normal Taiwanese class. 2. Having games in teaching Taiwanese Romanization Spelling has 5 significant advantages, both in teaching and learning aspects: (1) Promoting the students’ participation in learning Taiwanese Romanization Spelling. (2) Increasing interaction between the teacher and students. (3) Changing the attitudes in learning and using Taiwanese Romanization Spelling. (4) Improving social ability by having games with classmates. (5) Examining learning impacts, and achieving the objective of repeated practice. 3. The researcher encountered and finally solved some difficulties in Taiwanese Romanization Spelling, and many differences between the students from dissimilar classes. Based on the results as above, the suggestions for Taiwanese Romanization Scheme and further study were proposed.
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Books on the topic "Spelling games"

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Smith, Dorothy. Spelling games and activities. Tamworth: Nasen, 1995.

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Leonard, Heather. Games for sight words and spelling. Reading: University of Reading, Reading &Language Information Centre, 1992.

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Diana, Bentley, Leonard Heather, and University of Reading. Reading and Language Information Centre., eds. Games for sight words and spelling. [Reading, England]: Reading & Language Information Centre, University of Reading, 1991.

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Dawson, Richard. Spelling practice: Word games, crosswords, similar sounds. [U.K.]: Piccolo, 1991.

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Glassman, Jackie. Play with your words: A spelling adventure. New York: Scholastic Inc., 2001.

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(firm), Franklin Electronic Publishers. Webster's spelling corrector plus. Burlington, N.J: Franklin Electronic Publishers, 2005.

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Ron, King, ed. Practical spelling skills. Albert Park [Vic.]: Phoenix Education, 1997.

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Ross, Katharine. Riddle fun with the Scrabble People. New York: Random House, 1985.

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Barker, Diana. A spelling checklist with remedial procedures. [Churchlands, W.A.]: Western Australian College of Advanced Education, Churchlands Campus, 1985.

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space, White. Word Shark3:36 games for word recognition and spelling cd-rom. White space: London, 2003.

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Book chapters on the topic "Spelling games"

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Fleisher, Paul. "Spelling Games." In Brain Food 100+ Games That Make Kids Think, 145–48. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233350-16.

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Tsai, Cheng-Yu, Jenq-Muh Hsu, Hung-Hsu Tsai, Pao-Ta Yu, and Wen-Feng Huang. "A Mahjong-Like Game of English Vocabulary Spelling." In Lecture Notes in Computer Science, 152–63. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08961-4_15.

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Liando, Nitha Vera Frelly, and Devilitio Prasetyo Tatipang. "On Looking Scrambled Game in English Spelling Teaching." In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 630–37. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-35-0_77.

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Karavidas, Lampros, George Topalidis, and Grigorios Zilidis. "SkyWords: A Serious Game Τo Enhance Typing and Spelling Skills." In New Realities, Mobile Systems and Applications, 569–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96296-8_51.

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Bakopoulos, Menelaos, and Sofia Tsekeridou. "MobiSpell: Educational Mobile Game Design and Development for Teaching Spelling to Young Children." In Lecture Notes in Computer Science, 295–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04052-8_40.

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Ahmad, Ibrahim, Aza Jaiza Mohamad, Farah Farhana Roszali, and Norziah Sarudin. "DyslexiAR: Augmented Reality Game Based Learning on Reading, Spelling and Numbers for Dyslexia User’s." In Lecture Notes in Electrical Engineering, 259–69. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4069-5_22.

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"DICTIONARY GAMES." In Helping Children with Reading and Spelling, 163. Routledge, 2002. http://dx.doi.org/10.4324/9780203426845-61.

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"Extra games for reinforcement." In Helping Children with Reading and Spelling, 106. Routledge, 2002. http://dx.doi.org/10.4324/9780203426845-48.

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"PICTURES FOR INITIAL LETTER GAMES." In Helping Children with Reading and Spelling, 115–19. Routledge, 2002. http://dx.doi.org/10.4324/9780203426845-50.

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"Notes on Names and Spelling." In Playing the Marginality Game, x. Berghahn Books, 2019. http://dx.doi.org/10.2307/j.ctv12pnsdf.5.

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Conference papers on the topic "Spelling games"

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Tiede, Jennifer, Rita Treacy, Silke Grafe, and Eleni Mangina. "Fostering Learning Motivation of Students with Reading and Spelling Difficulties by an AR-Enhanced Gamified Educational App for Literacy Learning." In 2022 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2022. http://dx.doi.org/10.1109/gem56474.2022.10017825.

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Pir, Alireza, Leila Keshavarz Afshar, and Saynaz Maveddat. "The effectiveness of a set of Neuroland Digital minigames, on enhancing visual memory and reducing spelling errors in students with writing problems: a pilot study." In 2019 International Serious Games Symposium (ISGS). IEEE, 2019. http://dx.doi.org/10.1109/isgs49501.2019.9047021.

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Hsu, Chia, Yu Chen, Yu-Jung Liu, Yu-Cheng Chang, and Min-Jui Lee. "Spelland: Situated Language Learning with a Mixed-Reality Spelling Game through Everyday Objects." In CHI '23: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3544549.3583830.

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Garcia, Raquel M. Crespo, Carlos Delgado Kloos, and Manuel Castro Gil. "Game based spelling learning." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720619.

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Sucena, Ana, Ana Filipa Silva, Cristina Garrido, Paulo Abreu, Joao Falcao Carneiro, and Maria Teresa Restivo. "Serious Game for reading and spelling skills." In 2019 5th Experiment Conference (exp.at'19). IEEE, 2019. http://dx.doi.org/10.1109/expat.2019.8876570.

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Shan, Hongchang, Yu Liu, and Todor Stefanov. "A Simple Convolutional Neural Network for Accurate P300 Detection and Character Spelling in Brain Computer Interface." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/222.

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Abstract:
A Brain Computer Interface (BCI) character speller allows human-beings to directly spell characters using eye-gazes, thereby building communication between the human brain and a computer. Convolutional Neural Networks (CNNs) have shown better performance than traditional machine learning methods for BCI signal recognition and its application to the character speller. However, current CNN architectures limit further accuracy improvements of signal detection and character spelling and also need high complexity to achieve competitive accuracy, thereby preventing the use of CNNs in portable BCIs. To address these issues, we propose a novel and simple CNN which effectively learns feature representations from both raw temporal information and raw spatial information. The complexity of the proposed CNN is significantly reduced compared with state-of-the-art CNNs for BCI signal detection. We perform experiments on three benchmark datasets and compare our results with those in previous research works which report the best results. The comparison shows that our proposed CNN can increase the signal detection accuracy by up to 15.61% and the character spelling accuracy by up to 19.35%.
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Hernandez-Rebollar, José Luis, Ethar Ibrahim Elsakay, and José D. Alanís-Urquieta. "AcceleSpell, a gestural interactive game to learn and practice finger spelling." In the 10th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1452392.1452428.

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Rauschenberger, Maria, Silke Fuechsel, Luz Rello, Clara Bayarri, and Azuki Gòrriz. "A Game to Target the Spelling of German Children with Dyslexia." In the 17th International ACM SIGACCESS Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2700648.2811345.

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Mugunthan, Tarun. "Fixing Spellings of Colloquial Words using a Crowd Based Game." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418334.

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Yamato, Erick Mitisugui, Ana Grasielle Dionisio Correa, and Valeria Farinazzo Martins. "AmarganA: A spelling game of the Portuguese language for use in mobile devices." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975675.

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