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A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance

机译：具有游戏化机制的基于Web的协作阅读注释系统，可提高阅读效果

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摘要

This study presents a web-based collaborative reading annotation system (WCRAS) with gamification mechanisms to motivate students' annotations behaviors and promote students' reading comprehension performance. The research participants were 55 fifth grade students from two classes of an elementary school in northeastern Taiwan. A quasi-experimental design was adopted to evaluate the effects of the experimental and control groups respectively using WCRAS with and without gamification mechanisms to support digital reading on students' annotation behaviors, collaborative interaction relationship, reading comprehension performance, and immersion experience. The results showed that the experimental group made significantly more annotations across almost all types of reading annotations and response annotations and had a significantly higher degree of immersive experience and social interaction than the control group. However, the difference in reading comprehension performance between the two groups has not been found. In addition, although the experimental group provided more amounts of high-quality annotations, the group did not generate more quantity of annotations related to reading comprehension aspects assessed by PIRLS. These research findings indicate that a gap between the promotion of the quantity and quality of participation and learning outcomes exists. This study is significant to address the need that designs the gamification mechanisms to encourage high-quality annotations that can effectively enhance students' reading comprehension. To better associate game features and learning performance in the WCRAS with gamification mechanisms, future studies are suggested to promote both annotation quality and connection between reading achievement and gamification mechanisms.
机译：这项研究提出了一个基于网络的协作游戏注释系统（WCRAS），具有游戏化机制，可以激发学生的注释行​​为并提高学生的阅读理解能力。研究参与者是来自台湾东北部一所小学两个班级的55名五年级学生。采用准实验设计，分别使用带有和不带有游戏化机制的WCRAS评估实验组和对照组的效果，以支持数字阅读对学生的注解行为，协作互动关系，阅读理解能力和沉浸体验。结果表明，与对照组相比，实验组在几乎所有类型的阅读注释和响应注释中做出的注释明显更多，并且沉浸式体验和社交互动的程度明显更高。但是，尚未发现两组在阅读理解能力上的差异。此外，尽管实验组提供了更多数量的高质量注释，但该组并未生成更多与PIRLS评估的阅读理解方面相关的注释。这些研究结果表明，在促进参与的数量和质量与学习成果之间存在差距。这项研究对于解决设计游戏化机制以鼓励可以有效提高学生的阅读理解能力的高质量注释的需求具有重要意义。为了更好地将WCRAS中的游戏功能和学习性能与游戏化机制相关联，建议进行进一步的研究以提高注释质量以及阅读成绩和游戏化机制之间的联系。

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  • 来源
    《Computers & education》 |2020年第1期|103697.1-103697.17|共17页
  • 作者

  • 作者单位

    Natl Chengchi Univ Grad Inst Lib Informat & Archival Studies 64 Sect 2 ZhiNan Rd Taipei 116 Taiwan;

    Natl Chengchi Univ E Learning Master Program Lib & Informat Studies 64 Sect 2 ZhiNan Rd Taipei 116 Taiwan;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    Cooperative/collaborative learning; Learning environments; Teaching/learning strategies;

    机译：合作/协作学习;学习环境;教学策略;
  • 入库时间 2022-08-18 05:21:14

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