Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes

Gamified E-Reading Experiences and Their Impact on Students Reading Comprehension and Digital Attitude in EFL Classes

Aysegul Liman Kaban
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-6745-6.ch003
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Abstract

The use of computers and electronic devices for recreational reading and for reading in educational settings has gone up significantly in recent years. Whereas the digital revolution is rapidly changing the world, it is also changing education. This study examined the perceptions of the primary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and its influence on reading comprehension performance in an EFL class. Focus group interviews were conducted to support the data collection process in terms of students' and teachers' digital attitudes. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive digital attitudes. Participant students showed a preference for printed books rather than electronic books for leisure due to the sense of ownership that the printed text storybooks offered. However, the results indicate that EFL learners' use of screen reading has the potential to increase the digital attitude of the students in educational settings.
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Gamification In Education

Secondary school learners’ reading abilities are at risk as they have experience repeated struggles and tend to adopt a passive role during instruction (Zimmerman & Schunk, 2006). According to Morford et al. (2014), elements of game playing (e.g., a player’s direct impact on the game’s results, clear end goals, rules for play, and development of strategies to complete the tasks) can serve to motivate students in three different ways. First, these gaming elements can be socially motivating by offering opportunities for collaboration with team members or competition with other players. Second, academic games are emotionally motivating when students earn rewards and receive feedback because they become immersed in the game’s tasks. Finally, to instantiate these properties, the game must be sufficiently challenging to engage students without frustrating them.

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