How Youth and Adults With Negative Reading Histories Found a Way to Enjoy Reading

Abstract

Youth and adults with negative reading histories may change how they engage with texts when they start to have more positive experiences. This is the most fun I have had with a game in a long time! I don't even mind that I have to do so much reading….It's really fun to see how the story goes and what happens….I had no idea I could enjoy reading! (Mason, age 16; all names are pseudonyms)

Adolescents' perspectives on the barriers to reading for pleasure

“…Previous research has indicated that negative experiences with reading can affect reading attitude (Gallagher, 2009) and enjoyment (Martin‐Chang et al, 2021). Furthermore, negative experiences with reading in youth can pervade into adulthood, informing reading behaviour and reading identity (Hall, 2020; Martin‐Chang et al, 2021). As a significant proportion of adolescents' reading experiences take place in school (Allred and Cena, 2020), an accumulation of negative reading experiences in school could significantly impact motivation to read for pleasure.…”

“…There's not really any point 'cause at that point I don't, really … I don't have the motivation to read. Aisling, female, school 1 Previous research has also suggested that feeling the need to prove comprehension through formal assessment can lead to stress or anxiety associated with reading (Hall, 2020). This also links with Theme 2; being required to read at times when they do not feel motivated to do so represents a mismatch between the activity and adolescents' situational needs.…”

Investigating gaming structural features associated with gaming disorder and proposing a revised taxonomical model: A scoping review

“…Likewise, numerous studies supported the contribution of storytelling devices within video games to the onset of GD (n 5 3) or a proxy (n 5 9) (Cheng, 2019;Hall, 2019;King et al, 2011King et al, , 2017McLean & Griffiths, 2013;Tavakkoli et al, 2014Tavakkoli et al, , 2015Westwood & Griffiths, 2010;Wood et al, 2004Wood et al, , 2007. Most substantially, Hall (Hall, 2019) found that the player's ability to make choices as the character of a story contributed to greater enjoyment and engagement.…”

“…The capacity to customize the player's avatar was also largely represented in the literature, with two studies finding a direct relation to GD and six with a proxy (Jin, 2009;Kim et al, 2015;Mancini et al, 2019;Morcos, Stavropoulos, Rennie, Clark, & Pontes, 2019;Quick & Atkinson, 2014;Tavakkoli et al, 2015;Westwood & Griffiths, 2010;Wood et al, 2004). Likewise, numerous studies supported the contribution of storytelling devices within video games to the onset of GD (n 5 3) or a proxy (n 5 9) (Cheng, 2019;Hall, 2019;King et al, 2011King et al, , 2017McLean & Griffiths, 2013;Tavakkoli et al, 2014Tavakkoli et al, , 2015Westwood & Griffiths, 2010;Wood et al, 2004Wood et al, , 2007. Most substantially, Hall (Hall, 2019) found that the player's ability to make choices as the character of a story contributed to greater enjoyment and engagement.…”

Current attitudes on digital interactive fiction and text adventure games within learning contexts: A systematic literature review

“…One study examined the perspectives of English as a Foreign Language (EFL) learners when introduced to IF, concluding that faulty game mechanics such as unclear command options and a lack of textual descriptions detract heavily from the experience (Sargsyan & Madyarov, 2020). In one study, youth and adults stated that the stories offered by a Delight Games app were engaging due to their interactive nature, however it was the quality of the actual stories that encouraged them to return (Hall, 2020). These insights suggest that while IF has the potential to engage even the most hesitant of readers, it must: a) be executed properly; and b) have a quality story that is enjoyable for the reader.…”