Purpose: Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face‐to‐face instruction in terms of cognitive, motivational and affective learning outcomes. Method: We applied a quasi‐experimental design using a sample of 33 students in an intervention group (gamified MA programme) and 49 in a control group (face‐to‐face programme). Both programmes were 8 hours in duration (30 minutes/session for 16 sessions). Students' cognitive, motivational and affective learning outcomes were evaluated before and after delivery of the programmes. We took an exploratory sequential mixed‐methods approach, in which qualitative data from semi‐structured interviews were used to validate the quantitative results. Results: The intervention group performed significantly better than the control group in MA and intrinsic motivation. No differences were found for word reading, reading comprehension or affective engagement. The qualitative analyses of the interview responses revealed in detail the students' perceptions of gamified learning. Conclusion: The findings provide evidence for the beneficial effects of gamified learning experiences in terms of cognitive and motivational outcomes in comparison to face‐to‐face instruction. What is already known about this topic Morphological awareness (MA) is identified as a crucial reading‐related skill that relates to students' word reading and reading comprehension. However, few studies can be found that have investigated the use of gamification to teach MA. Gamification is emerging as a popular approach to motivate learners and facilitate learning. However, limited evidence has been presented of its effects on students' cognitive, motivational and affective outcomes, and no clear theoretical framework for gamified MA learning designs has been established. What this paper adds In this study, the effects of gamified and face‐to‐face morphology programmes were compared. Self‐determination theory was applied to gamification design and the meta design theory ‘First Principles of Instruction’ was applied in the development of online MA activities. Gamified morphology programme is more effective than a face‐to‐face programme on students' cognitive and motivational outcomes. Implications for practice and/or policy This study advances the pedagogical design of gamified learning, which can be applied to the teaching of reading‐related skills such as MA. Both appropriate uses of game design elements and theory‐driven instructional design are important to the success of gamified learning. Future studies should investigate the design of gamification that encourage collaboration and support low‐achieving students.

Background Team cohesiveness and collective efficacy have been construed as important characteristics of a high-functioning team. However, the psychological mechanism through which they promote positive outcomes remains unknown. Understanding this psychological process is important to teachers and programme implementers to yield actionable interventions that can be used to craft effective practices for optimizing team outcomes. This is especially true in interprofessional education (IPE) in medical education, where a team-based approach to patient management is promoted. Drawing from the social-cognitive theory, we examined a hypothesized model where team cohesiveness predicts collaboration outcomes (teamwork satisfaction, overall satisfaction with the team experience, and IPE goal attainment) via collective efficacy. Methods We used data from Chinese medicine, medicine, nursing, and social work students in Hong Kong (n = 285) who were enrolled in IPE. They were invited to respond to scales in two time points. We performed mediation analysis using structural equations modelling to test the indirect effect model: team cohesiveness → collective efficacy → outcomes. Results Results of structural equation modelling revealed that collective efficacy fully mediated the relationships between team cohesiveness and all three team outcomes, providing support for the hypothesised model [RMSEA = 0.08, NFI = 0.90, CFI = 0.93, IFI = 0.93, TLI = 0.93]. Team cohesiveness predicted the achievement of collaboration outcomes via collective efficacy. Conclusion The findings demonstrated the important roles of team cohesiveness and collective efficacy in promoting successful team collaboration. Team cohesiveness predicted collective efficacy, and collective efficacy, in turn, predicted collaboration outcomes. This study contributed to theorising the pathways towards successful team collaboration outcomes.

Background: Morphological awareness (MA) is the awareness and ability to manipulate morphemes, the smallest units of meaning in a language. It is identified as a strong cognitive precursor of word reading and reading comprehension. The current MA instructions are limited to classroom settings and delivered by teachers or experimenters. Few studies have included technology and its novel features to deliver MA instructions.Objectives: This study proposes a gamified learning approach embedded with selfregulated learning support for MA learning and examines its effects on improving English reading performance and intrinsic motivation among junior secondary grade students who learn English as a foreign language.Methods: This study adopted a randomized controlled trial design. Participants (N = 104) were randomly assigned into one of three conditions: self-regulated gamified programme, gamified programme, or non-gamified programme. Students received 16 sessions of instructions (30 min/session) and were evaluated on reading abilities (i.e., MA, word reading and reading comprehension) and intrinsic motivation before and after the programme implementation.Results and conclusions: Results from repeated measures ANOVA and follow-up ANCOVA showed that while the two gamified groups demonstrated greater improvement in MA (i.e., near transfer effect) and intrinsic motivation than nongamified group, only the self-regulated gamified group showed more gains in multisyllabic word reading (i.e., far transfer effect) than non-gamified group. There was no significant time X group interaction effect on reading comprehension.Implications: Taken together, this research suggests gamification leads to better morphology learning and increases students' intrinsic motivation. The incorporation of self-regulated learning in gamification is recommended to achieve the far transfer effect on multisyllabic word reading.

Background While team cohesiveness and collective efficacy have been construed as important characteristics of a high functioning team, the psychological mechanism through which they promote positive outcomes remains unknown. Yet this mechanism is important to teachers and programme implementers to yield actionable intervention that can be used to craft effective practices for optimizing team outcomes. This is especially true in interprofessional education (IPE) in medical education, where team-based approach in patient management is promoted. Drawing from the social-cognitive theory, we examined a hypothesized model where team cohesiveness predicts collaboration outcomes (teamwork satisfaction, overall satisfaction with the team experience, and IPE goal attainment) via collective efficacy. Methods We used data from Chinese medicine, medicine, nursing, and social work students in Hong Kong (n = 285) who were enrolled in IPE. They were invited to respond to scales in two time points. We performed mediation analysis using structural equations modelling to test the hypothesized indirect effect model: team cohesiveness → collective efficacy → outcomes. Results Results of structural equation modelling revealed that collective efficacy fully mediated the relationships between team cohesiveness and all three team outcomes, providing support for the hypothesised model [RMSEA = .08, NFI = .90, CFI = .93, IFI = .93, TLI = .93]. Team cohesiveness predicted the achievement of collaboration outcomes via collective efficacy. Conclusions The findings demonstrated the important roles of team cohesiveness and collective efficacy in promoting successful team collaboration. Team cohesiveness predicted collective efficacy, and collective efficacy, in turn, predicted collaboration outcomes. This study contributed in theorising the pathways towards successful team collaboration outcomes.

No abstract