The impact of an online gamified approach embedded with self‐regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial

Abstract

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.

Lifelong learner needs for human-centered self-regulated learning analytics

“…The use of motivational notifications and gamification can also aid in stimulating interest and excitement about learning. Previous research suggests that gamified approach embedded with SRL support can leverage students’ intrinsic motivation and lead to better learning (Qiao et al , 2022). In line with prior studies, our findings imply the importance of the self-regulated gamified approach for lifelong learning.…”

Supporting Home-Based Self-Regulated Learning for Secondary School Students: An Educational Design Study

“…At the end of the third year, most students take the High School Entrance Examination, which covers six subject courses. Consequently, students' SRL skills are not usually emphasized, and learning mostly depends on faceto-face teacher supervision [28,42]. During the pandemic, the school only offered five main subject courses, with no SRL instruction, for seven periods per day (45 min each).…”

“…Although there is extensive research on improving students' SRL skills in online learning, most studies have focused on either higher education [7,21] or K-12 students in blended-learning settings [22,23]. Furthermore, previous studies have quantitatively examined the relationships between SRL and learning satisfaction, interaction, effectiveness, and other variables [20,24,25], as well as the effects of a specific strategy, discipline, or software [26][27][28][29]. However, few studies have investigated the process of integrating various strategies into teaching practice to support secondary school students' SRL in online learning environments [30,31].…”

Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization

“…A study by Bai and colleagues (2021) [32] found that experiencing positive emotions during online learning was associated with higher motivation and academic performance among high school students during the pandemic. In 2022, another study focused on the role of intrinsic motivation in self-regulated learning: a meta-analysis review [36], a longitudinal study of social and cognitive factors contributing to student motivation and achievement [37]. Other studies conducted were a Study on the Dual-Process Model in the Role of Emotion in Learning Motivation [32], Self-Regulation and Achievement in Online Learning: The Role of Autonomy Support, Motivation, and Cognitive Strategies [38,39].…”