Open AccessMeaningful gamification and students’ motivation: A strategy for scaffolding reading material
Author(s) -
Lynette Tan Yuen Ling
Publication year - 2018
Publication title -
online learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.182
H-Index - 49
eISSN - 2472-5749
pISSN - 2472-5730
DOI - 10.24059/olj.v22i2.1167
Subject(s) - deci , context (archaeology) , autonomy , exposition (narrative) , reading motivation , psychology , reading (process) , grasp , pedagogy , mathematics education , self determination theory , computer science , art , paleontology , literature , political science , law , biology , programming language
Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of “meaningful gamification” where, in line with Ryan and Deci’s self-determination theory, competency, autonomy and relatedness are prioritized (Ryan and Deci, 2000, p. 68). The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom, and this study measures the impact of this intervention by meaningful gaming on students’ motivation at a higher education level. The context for this study is the module ‘Women in Film’, which is part of the Ideas and Exposition Programme at the Centre for English Language Communication, National University of Singapore.