Gamifying Reading for Learners' Comprehension Enhancement: A Scoping Review
Keywords:Game element, Gamified learning, reading comprehension, ESL, EFL
It is a challenge to create a fun and engaging educational setting, especially when reading is involved. During language teaching, educators opt for the conventional methods but it does not seem to impress the current generation who are more interested in fun learning activities in their lessons. The involvement of games is the reason learners are engaged in their learning process and eager to experience more of such lessons. Thus, a scoping review was conducted on gamification, which uses game elements in a non-gaming context. It is done based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) to identify the latest acknowledgment of resources on gamification in improving reading comprehension. A total of 95 citations through 5 databases were derived in this scoping review. A total of 12 records were perceived as eligible for selection. Results show that gamification does influence learners positively when it is incorporated with the aim to enhance reading comprehension.
Abusaâ€™aleek, R. A., & Baniabdelrahman, A. A. (2020). The Effect of Gamification on Jordanian EFL Sixth Grade Studentsâ€™ Reading Comprehension. International Journal of Education and Training (InjET), 6(1), 1-11.
Alabbasi, D. (2018). Exploring Teachers' Perspectives towards Using Gamification Techniques in Online Learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 34-45.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1) 56-79. https://doi.org/10.1108/IJILT-02-2017-0009
Alwadai, M. A. M. (2019). Islamic Teachersâ€™ Perceptions of Using Gamification in Saudi Arabian Elementary Schools. Advances in Social Sciences Research Journal, 6(8), 197-209. https://doi.org/10.14738/assrj.68.6935
Arksey, H. & Oâ€™Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal. Soc. Res. Methodol, 8, 19â€“32. https://doi.org/10.1080/1364557032000119616
Chen, C. M., Li, M. C., & Chen, T. C. (2020). A Web-based Collaborative Reading Annotation System with Gamification Mechanisms to Improve Reading Performance. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103697
Chua, P. C., & Sulaiman, N. A. (2021). Reading Comprehension Problems in English Among Malaysian Primary Year 4 ESL Pupils. International Journal of Academic Research in Progressive Education and Development, 10(2), 797â€“813. http://dx.doi.org/10.6007/IJARPED/v10-i2/10101
Fathi, J., & Afzali, M. (2020). The Effect of Second Language Reading Strategy Instruction on Young Iranian EFL Learnersâ€™ Reading Comprehension. International Journal of Instruction, 13(1), 475-488. https://doi.org/10.29333/iji.2020.13131a
John, P. W., Mohamad, M., Mahmud, S. N. D., & Fuad, N. I. M. (2021). The Perceptions of Tertiary Level Learners on the Use of Mobile App â€˜Balloon Vocabularyâ€™ in Improving Vocabulary for Reading Comprehension. Theory and Practice in Language Studies, 11(9), 1007-1017. https://doi.org/10.17507/tpls.1109.05
Mays, B. R., Yeh, H. C., & Chen, N. S. (2020). The effects of using audience response systems incorporating student-generated questions on EFL studentsâ€™ reading comprehension. The Asia-Pacific Education Researcher, 29(6), 553-566. https://doi.org/10.1007/s40299-020-00506-0
Nitiasih, P. K., & Budiartha, L. G. R. (2021). Increasing Studentsâ€™ Reading Comprehension Through Gamification Based on Balinese Local Stories. Proceedings of the 5th Asian Education Symposium 2020 (AES 2020) (pp. 225-228). Atlantis Press. https://dx.doi.org/10.2991/assehr.k.210715.049
Priyanti, N. W. I., Santosa, M. H., & Dewi, K. S. (2019). Effect of Quizizz towards the Eleventh Grade English Studentsâ€™ Reading Comprehension in Mobile Learning Context. Language and Education Journal Undiksha, 2(2), 71-80. http://dx.doi.org/10.23887/leju.v2i2.20323
Ratnasari, E., Hikmawati, R., & Ghifari, R. N. (2019). Quizizz Application as Gamification Platform to Bridge Students in Teaching Reading Comprehension. Prosiding Seminar Nasional Pendidikan, 1, 1333-1337.
Rivera, E. S. & Garden, C. L. P. (2021). Gamification for student engagement: A framework. Journal of Further and Higher Education, 45(7), 999-1012, https://doi.org/10.1080/0309877X.2021.1875201
Rusdin, N. M. (2018). Teachersâ€™ Readiness in Implementing 21st Century Learning. International Journal of Academic Research in Business and Social Sciences, 8(4), 1271â€“1284. http://dx.doi.org/10.6007/IJARBSS/v8-i4/4270
Sholeh, A., Setyosari, P., Cahyono, B. Y., & Sutlhoni. (2019). Effects of Scaffolded Voluntary Reading on EFL Studentsâ€™ Reading Comprehension. International Journal of Instruction, 12(4), 297-312. https://doi.org/10.29333/iji.2019.12419a
Sidhu, G. K., Kaur, S. & Lee, J. C. (2018). CEFR-aligned school-based assessment in the Malaysian primary ESL classroom. Indonesian Journal of Applied Linguistics, 8(2), 452-463. https://doi.org/10.17509/ijal.v8i2.13311