Re-examining students' reading experience in a gamified context from a self-determination perspective: A multiple-case study

Re-examining students' reading experience in a gamified context from a self-determination perspective: A multiple-case study

• Chen, Xinyu The University of Hong Kong
• Li, Xiuhan The University of Hong Kong
• Lee, Shum Yi Cameron The University of Hong Kong
• Chu, Samuel K. W. The University of Hong Kong

Proceedings of the Association for Information Science and Technology, 55(1), 66-75, 2018

John Wiley & Sons, Ltd.

2018

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBD 閱讀理解之教學方法效果、字彙教學
• C 教學心理學
  • CC 學習動機

Educational Technologies Gamification Learner's Motivation Self-determination Theory

• Hong Kong

• 1997.7 onwards

• 小學教育

The present study re-examines the reading experiences of eight primary school students in Hong Kong. Framed around theories of gamification and self-determination, the study looks at how these students developed as readers on an online gamified reader known as RB. An electronic extension to a reading database that contains more than 15,000 comprehension questions made from around 500 popular children's books, RB is found to enable the students feel competent, autonomous and connected with their family and friends during their game play. These feelings can be explained away by the three psychological needs of self -determination literature. For instance, after a period of time playing on RB, the students displayed competence in that they did well on their academics, increased their reading speed, expanded their vocabulary, and further developed their learning and problem-solving skills in school. They also showed autonomy in their learning, manifested in the expansion of the scope of their reading choices, a diversity of their reading methods, an increase in their reading frequency, and a boost to their drive in picking up a book for leisure read. Finally, they felt more connected now with their family and friends than before they used RB, for the bondage they formed over RB lasted well beyond their game play. Based on a re-evaluation of their success stories from gamification and self-determination perspectives, the study concludes that RB is an effective early English learners' tool in Hong Kong.
[Copyright of Proceedings of the Association for Information Science and Technology is the property of John Wiley & Sons, Ltd.]

• 英文

期刊論文

• 23739231

• 10.1002/pra2.2018.14505501008

https://bibliography.lib.eduhk.hk/tc/bibs/2dbab2f0

2020-09-09