[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600641-105":59,"doc-detail-600641-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","for-preschool-multimedia-games-for-fun-and-learning-english-in-preschool","for preschool - Multimedia games for fun and learning English in preschool","","Based on the premise that educational software for Primary school learners should include features that foster children’s creativity and development, the paper addresses the design challenges of second-language hypermedia adaptive games for Primary School children. It examines educational context, cognitive abilities, linguistic constraints, and conceptual/psychomotor limitations, requiring professionals to handle linguistic, content, and technology adaptation. Multifactorial analysis guides data-collection phases using preferred items and supports adaptive hypermedia tasks aligned to individual objectives, interests, and knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/for-preschool-multimedia-games-for-fun-and-learning-english-in-preschool/600641/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/for-preschool-multimedia-games-for-fun-and-learning-english-in-preschool/600641.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the paper regarding hypermedia adaptive games?","Question",{"text":112,"@type":113},"To show how the design of hypermedia tasks can be implemented by following data-collection phases based on preferred items, and to address learning factors and demands in children’s environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors are considered challenging for designing second-language hypermedia adaptive games?",{"text":117,"@type":113},"Educational context, cognitive abilities, linguistic constraints, and conceptual and psychomotor restrictions are highlighted as key challenges for professionals.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the preliminary results influence the learning design?",{"text":121,"@type":113},"They indicate the need to steer the learning path toward effective adaptation to children’s cognitive abilities, motivating the set of devised hypermedia tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600641,1792091096,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","for preschool  \nMultimedia games for fun and learning English in preschool  \nJ. Enrique Agudo  \n[jeagudo@unex.es](jeagudo@unex.es)  \nMercedes Rico  \n[mricogar@unex.es](mricogar@unex.es)  \nHéctor Sánchez  \n[sasah@unex.es](sasah@unex.es)  \nCentro Universitario de Mérida  \nUniversidad de Extremadura, Spain  \nAbstract  \nBased on the assumption that educational software addressing Primary school learners must comprise a set of features to encourage children’s creativity and development, the appropriate design of second language hypermedia adaptive games for Primary School children can pose a wide range of challenges both for the language teacher and computer specialist alike . Factors such as the educational context, cognitive abilities, linguistic constraints, conceptual and psychomotor restrictions, and so on, contribute to challenging professionals . This means they must deal with linguistic, content and technology adaptation queries . Based on the results from multi-factorial analysis, this paper aims firstly to demonstrate that the design of hypermedia tasks can be optimally implemented by following previous phases of data collection on preferred items . In this sense, the questioning approach for the creation of a hypermedia system has led us to analyze learning factors in order to deal with the possible linguistic, conceptual and technological demands in the children’s learning environment. General results in the preliminary phases of the study show the need to steer the learning path towards an effective adaptation to children’s cognitive abilities . These are the findings from which we have devised a set of hypermedia tasks which provide the adaptation of the information presented to the student according to individual objectives, interests and/or knowledge .  \nKeywords  \nadaptive hypermedia systems, CALL, web-based systems, preschool and ICT  \nJ.E. Agudo, M. Rico & H. Sánchez  \nDigital Education Review-Number 27, June 2015-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 183)[ 183](http://greav.ub.edu/der/ 183)  \nI. Introduction  \nComputer technology is being widely used for teaching a foreign language at all types of levels and settings (Stockwell, 2012) . The key factor sought in the classroom is effectiveness in the use of resources, a search which can be especially intricate and yet rewarding in the case of young learners (Edwards, Pemberton, Knight, & Monaghan, 2002; Plowman, Stevenson, Stephen, & McPake, 2012) . We believe that for very young learners, a possible solution should be input management by means of adaptive hypermedia systems (AHS), conceived and designed according to specific early age language learning needs, demands, and abilities (Prentzas, 2012) .  \nThis paper aims to present some significant data in the light of the claims above, in particular, the development of a tutoring system and games focused on teaching and researching foreign language learning at an early age . Designed under the auspices of a regional research project, our work (Agudo, Sánchez, & Rico, 2006) is applied to 3-6 year-old children whose foreign language learning development includes IT as a prime teaching tool.  \nTo reach the objectives, the paper is divided into four general sections and starts out with a brief introduction to the combination of ICT (Information and Communication Technology) and foreign language learning in childhood settings . This section is followed by data collection through an analysis of the factors involved. Then, the design of hypermedia tasks appropriate for primary school children are dealt with, describing the architecture of the system, and the platform which contains and personalizes both the content and the interface, adapting them to each student’s needs . Finally, the conclusions drawn from the information interaction found and the lines opened for further research are presented.  \nII. Multifactorial analysis  \nThere is a growing agreement about the many different ways that ICT can contribu","cbCaietti9cTWr1S","https://ap.wps.com/l/cbCaietti9cTWr1S","pdf",1464224,22,"English","# Abstract\n# Keywords\n# I. Introduction\n# II. Multifactorial analysis","[{\"question\":\"What is the main goal of the paper regarding hypermedia adaptive games?\",\"answer\":\"To show how the design of hypermedia tasks can be implemented by following data-collection phases based on preferred items, and to address learning factors and demands in children’s environments.\"},{\"question\":\"Which factors are considered challenging for designing second-language hypermedia adaptive games?\",\"answer\":\"Educational context, cognitive abilities, linguistic constraints, and conceptual and psychomotor restrictions are highlighted as key challenges for professionals.\"},{\"question\":\"How do the preliminary results influence the learning design?\",\"answer\":\"They indicate the need to steer the learning path toward effective adaptation to children’s cognitive abilities, motivating the set of devised hypermedia tasks.\"}]","for preschool - Multimedia games for fun and learning English in preschool | PDF",55]