Document Type : Original Article
Authors
1 MSc of Knowledge and Information Science
2 Department of Information Science and Knowledge Studies, Faculty of Education & Psychology, Shahid Beheshti University, Tehran, Iran
3 Management of Information Science Department, Shahid Beheshti University (SBU), Tehran, Iran
4 Department of Medical Library and Information Science, Bushehr University of Medical Sciences, Bushehr, Iran
Abstract
Purpose: The current study examined the effectiveness of gamified reading of electronic books by adolescents in school libraries.
Methods: A randomized sample of students aged 11 to 12 years including two control and experimental groups from four schools participated in this study. According to the Mechanics, Dynamics, and Emotions (MDE) framework, six gamification elements were implemented as group challenges.
Findings: The experiences made were then evaluated based on a quasi-experimental design with a post-test via the GAMEX scale. Multiple independent t-tests using SPSS 26.0 showed that the gamified experience and its relevant subscales including enjoyment, absorption, creative thinking, activation, absence of negative affect, and dominance differed significantly between the two groups. Therefore, the results showed that implementing gamification in users’ experience while reading in a gamified environment is highly effective.
Conclusions: The present study indicates the importance of gamification in adolescents' reading and learning experiences, which can be of interest to experts in education and computer science.
Main Subjects
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