EDUCANDY-BASED INTERACTIVE GAMES FOR SECOND-GRADE STUDENTS’ READING INTEREST AND SKILLS: A NARRATIVE LITERATURE REVIEW
DOI:
https://doi.org/10.36456/inventa.10.2.a11326Keywords:
Reading interest, reading skills, Educandy, interactive games, elementary education, literature reviewAbstract
This narrative literature review examines the potential contribution of Educandy-based interactive games to reading interest and reading skills among second-grade elementary pupils. The descriptive qualitative review reported examining 20 publications located through Google Scholar in December 2025 and published during 2018–2025. Their reported findings were reconsidered thematically in terms of learner motivation, classroom participation, foundational reading practice, and instructional design. Studies discussing Educandy suggest that game-based tasks may encourage active participation, while evidence from other digital media provides related but not equivalent support for literacy development. The findings are interpreted cautiously because the reviewed studies vary in platform, participant grade, and outcome measures, and the manuscript does not report original classroom intervention data. Educandy is therefore best understood as a supplementary means of organizing purposeful reading practice, with effectiveness in Grade 2 remaining an empirical question.
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