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

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

Aysegul Liman Kaban (Bahcesehir University, Turkey)
Copyright: © 2021 |Pages: 20
DOI: 10.4018/IJMBL.2021070105
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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 secondary school EFL learners in Turkey of their e-reading experiences based on their gamified electronic reading practices in school and their influence on reading comprehension performance in an EFL class. The findings revealed that the implementation of e-book reading resulted in higher comprehension levels and more positive reading 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 improve students' attitudes towards reading in educational settings.
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Gamification In Education

Secondary school learners’ reading abilities are at risk as they have experienced repeated struggles and tend to adopt a passive role during instruction all around the world (Zimmerman & Schunk, 2006). In contrast, when the literature is analyzed, gamification has been used for numerous motives in educational backgrounds with positive learning results (Millis et al., 2017; Noroozi, McAlister, et al., 2016).

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