Abstract
Recognition of the importance of evidence-based technological tools that provide personalized learning opportunities is growing. This paper reports on a pilot study evaluating GraphoLearn for Standard Indonesian, a digital game environment that trains basic reading skills by extensive-but-playful exposure to grapheme–phoneme correspondences. The results obtained from 33 Indonesian first graders show that game progress was found to be a significant predictor of reading and decoding abilities both at the posttest and the 5-month follow-up assessment. Our results additionally indicated a significant interaction effect of game progress and letter–sound knowledge at posttest: Progress in the game was strongly related to reading and decoding fluency, but only for students with average to above-average pretest letter knowledge. To enable students with low letter knowledge at the outset to benefit fully from the game as well, we suggest extending the playing period to approximately 6 months to establish firmly letter knowledge and phonological awareness skills.