摘要：This study investigated how the use of an online reading game differs in homeand school environments. First and second graders (N = 194) participated in an 8-weektraining during which they used the reading program GraphoGame either at home or atschool under the supervision of parents or teachers. Child participants wererecommended by parents and teachers recruited from the list of GraphoGame users, andadults decided whether the training took place at home or at school. We measured thefrequency and duration of playing, children's engagement, development of reading skilland reading interest, and adult supportive involvement. The results revealed thatchildren who played GraphoGame at school showed higher engagement and used itmore frequently than players at home. Although teachers were more involved in thechildren's playing than were parents, only parental involvement was significantlyassociated with a child's engagement during training and the child's learning outcomes.
