Meaningful gamification and students’ motivation: A strategy for scaffolding reading material

Authors

  • Lynette Tan National University of Singapore

DOI:

https://doi.org/10.24059/olj.v22i2.1167

Keywords:

Game-based learning, learner-centred, Meaningful Gamification, motivation, self-determination, Serious Games, technology, TEL

Abstract

Gamification is an innovative pedagogical strategy where digital games are used in an educational setting and as an aid to learning. Recent publications on gamification in the classroom investigate the concept of “meaningful gamification” where, in line with Ryan and Deci’s self-determination theory, competency, autonomy and relatedness are prioritized (Ryan and Deci, 2000, p. 68). The paradigm of meaningful gamification works well as a catalyst in motivating students to read background material and grasp key concepts that facilitate a flipped classroom, and this study measures the impact of this intervention by meaningful gaming on students’ motivation at a higher education level. The context for this study is the module ‘Women in Film’, which is part of the Ideas and Exposition Programme at the Centre for English Language Communication, National University of Singapore.

Author Biography

Lynette Tan, National University of Singapore

Centre for English Language Communication Lecturer Lynette Tan Yuen Ling has a PhD in Film studies and teaches film and academic writing at the National University of Singapore. She has taught English Literature and Film Studies courses in universities in the UK and Singapore for over 12 years. Her research interests include Hollywood and Singapore Cinema, Post-colonial Studies, and more recently, Gamification in Higher Education. She was the recipient of the Annual Teaching Excellence Award at NUS in 2016 and the Residential Colleges Teaching Excellence Award in 2017.

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Published

2018-06-01

Issue

Vol. 22 No. 2 (2018)

Section

Section II

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