Literaturnachweis - Detailanzeige
| Autor/inn/en | Itenge, Helvi; Muashekele, Chris; Chamunorwa, Michael Bosomefi; Winschiers-Theophilus, Heike; Brereton, Margot; Soro, Alessandro |
|---|---|
| Titel | Design and Evaluation of a Social and Embodied Multiplayer Reading Game to Engage Primary School Learners in Namibia |
| Quelle | In: British Journal of Educational Technology, 53 (2022) 6, S.1571-1590 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-1013 |
| DOI | 10.1111/bjet.13271 |
| Schlagwörter | Elementary School Students; Reading Instruction; Foreign Countries; African Culture; Teaching Methods; Learner Engagement; Student Attitudes; Scaffolding (Teaching Technique); Group Dynamics; Educational Games; Cooperative Learning; Namibia |
| Abstract | Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da Bottle--a multiplayer reading-action game to draw Namibian learners into reading while keeping them captivated in action. The game was co-designed with 36 learners and then evaluated by 32 learners with an adapted immersion questionnaire, post-experience survey and individual interviews. 50 learners were then observed while playing at a public event. Our findings confirm that learners are engaged and enjoy the collective embodied reading experience. We observed different group behaviours scaffolding individual readers. We contribute to the field of reading technologies a digital tool that creates a collective and embodied reading experience, and an adapted immersion instrument. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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