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Effects of Game-Supported Reading on Reading Effectiveness of the Fifth Grade Students

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Tsao, Y.F. & Chiou, G.F. (2011). Effects of Game-Supported Reading on Reading Effectiveness of the Fifth Grade Students. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1803-1812). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38107.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Authors

Ya-Fang Tsao, Guey-Fa Chiou, Institute of Information and Computer Education of National Taiwan Normal University, Taiwan

Abstract

The purposes of this pilot study were to understand if game-supported reading can enhance students’ reading comprehension, if game-supported reading can increase students’ reading motivation and if game-supported reading can help students to learn the reading skills. A game-supported reading system was designed and developed according to some reading principles. Twenty-seven students were invited as a control group; they engaged in the reading through the traditional reading instruction. Thirty-one students were invited as an experiment group; they did their reading through the game-supported reading system “Reading Detective.” The result of this pilot study showed that the game-supported reading system can enhance students’ reading motivation. It also teaches students reading strategies. There is no significant evidence to show that game-supported reading system can enhance students’ reading comprehension; however, the number of students in the experiment group who wrote the abstract better and more completely is more than the number of students in the control group.

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