Research Article
Influence of Dissociated Mechanisms of Gamification on the Learning of Reading
@ARTICLE{10.4108/eai.4-1-2018.153529, author={Raphael Marczak and Pierre Hanna and Christine Hanna}, title={Influence of Dissociated Mechanisms of Gamification on the Learning of Reading}, journal={EAI Endorsed Transactions on Serious Games}, volume={4}, number={14}, publisher={EAI}, journal_a={SG}, year={2018}, month={1}, keywords={Serious games, game-based learning, gamification.}, doi={10.4108/eai.4-1-2018.153529} }- Raphael Marczak
Pierre Hanna
Christine Hanna
Year: 2018
Influence of Dissociated Mechanisms of Gamification on the Learning of Reading
SG
EAI
DOI: 10.4108/eai.4-1-2018.153529
Abstract
The introduction of serious games as pedagogical supports in the field of education is a process gaining in popularity amongst the teaching community. This article creates a link between the integration of new pedagogical solutions in first-year primary class and the fundamental research on the motivation of the players/learners, detailing an experiment based on a game specifically developed, named QCM. QCM considers the learning worksheets issued from the Freinet pedagogy using various gameplay mechanisms. The main contribution of QCM in relation to more traditional games is the dissociation of immersion mechanisms, in order to improve the understanding of the user experience. This game also contains a system of gameplay metrics, the analysis of which shows a relative increase in the motivation of students using QCM instead of paper worksheets, while revealing large differences in students behavior in conjunction with the mechanisms of gamification employed.
Copyright © 2018 Marczak et al., licensed to EAI. This is an open access article distributed under the terms of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/3.0/), which permits unlimited use, distribution and reproduction in any medium so long as the original work is properly cited.
