Not Just Fun, But Learning: Using a Design-Based Research Approach to Gamify the Morphological Instruction (Poster 37

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: Design and Technology SIG Poster Session

Abstract

This study adopted a design-based research approach to gamify the morphological instruction and examined whether and how the improvement of gamification design leads to better reading outcomes and engagement. The results in iteration A showed the gamified morphological instruction was more effective than non-gamified face-to-face morphological instructions on morphological awareness but not on reading comprehension and affective engagement. In iteration B, enhanced versions of gamified approaches (mixed and non-digital gamification) were developed based on the findings of iteration A. The results showed that the gamified groups performed better than the non-gamified face-to-face group in morphological awareness, reading comprehension and learning engagement. A set of design principles were proposed to guide the future effective gamification design.

Authors

• Shen Qiao, The Education University of Hong Kong

• Siu Sze Yeung, The Education University of Hong Kong

• Samuel K.W Chu, Hong Kong Metropolitan University