Journal article
Students’ Perceptions of a Gamified Reading Assessment
Journal of special education technology, Vol.35(4), pp.16264341985627-203
06/11/2019
DOI: 10.1177/0162643419856272
Abstract
To inform the development of gamified assessments, this study explored how students with or at risk for reading difficulties in Grades 6–8 (N = 202) perceived and interacted with a decoding assessment designed with gamification characteristics. Three data sources enhanced the methodological triangulation: observations and scores from testing, surveys of students’ perceptions, and focus group discussions with a stratified random sample of students (n = 25). Findings suggest students became immersed in the gamified reading assessment and were motivated by tasks that were challenging but not frustratingly difficult. However, they were dissatisfied with some design features and reported focusing on identifying patterns and gaming strategies rather than on the reading skills being assessed. This suggests students’ expectations of gamified assessments might contribute construct irrelevant variance to the instruments.
Details
- Title: Subtitle
- Students’ Perceptions of a Gamified Reading Assessment
- Creators
- Deborah K Reed - Iowa Reading Research Center, University of Iowa, Iowa City, IA, USAEmily Martin - Iowa Reading Research Center, University of Iowa, Iowa City, IA, USAEliot Hazeltine - Department of Psychological and Brain Sciences, University of Iowa, Iowa, Iowa City, IA, USABob McMurray - Department of Psychological and Brain Sciences, University of Iowa, Iowa, Iowa City, IA, USA
- Resource Type
- Journal article
- Publication Details
- Journal of special education technology, Vol.35(4), pp.16264341985627-203
- DOI
- 10.1177/0162643419856272
- ISSN
- 0162-6434
- eISSN
- 2381-3121
- Grant note
- DOI: 10.13039/100005246, name: Institute of Education Sciences, award: ED-IES-15-C-0023
- Language
- English
- Date published
- 06/11/2019
- Academic Unit
- Interdisciplinary Studies Program; Communication Sciences and Disorders; Psychological and Brain Sciences; Linguistics; Iowa Neuroscience Institute; Otolaryngology; Teaching and Learning
- Record Identifier
- 9984071665002771
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