Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability
Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability
Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability
Xiuhan Li, Samuel Kai Wah Chu
Abstract
"Gamification is becoming increasingly popular in primary education due to the widespread use of digital technology. However, gamified reading is new, and there is little empirical evidence regarding its effectiveness. The sustainability of the effects of gamification pedagogy is also in doubt as some scholars think that such effects are short‐term and not sustainable. This paper presents the results of three sub‐studies of examining the effects of an online gamified reading platform and the sustainability of these effects. Study 1 examined the change in students’ academic performance between two groups divided based on their different participation levels. Study 2 addressed the question of how students/parents/teachers perceive students’ motivation and gaining in the use of the gamified platform. Study 3 explored the sustainability of the effects of the gamified platform from a longitudinal perspective. Findings suggest that students’ deep engagement in the gamified e‐learning platform can help increase their reading motivation and improve their reading abilities. Such effects can be sustained for several semesters."
Reference
Li, X., & Chu, S. K. W. (2021). Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52(1), 160-178. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13057
Keywords
children’s reading, gamification, gamified learning, self‐determination theory