children intrinsic reading motivation and playful applications: investigating the relationship...
TRANSCRIPT
Children Intrinsic Reading Motivation and Playful Applications: Investigating the
Relationship
Fatma Al Aamri, Stefan Greuter, Steffen P Walz
RMIT University, Australia
Reading motivation is a multi-layered construct that includes aspects such as the person’s
reading goals, intrinsic and extrinsic motivation, self-efficiency, and other social motivations for
reading (Guthrie and Wigfield,2000)
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Reading Motivation
• Current research suggests that intrinsic motivation has the highest impact on reading for pleasure.
• Children read for pleasure if they are highly intrinsically motivated to read.
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INTRINSIC READING MOTIVATION
• Intrinsic motivation is more effective within the context of improving reading skills than extrinsic motivation (Wigfield et al., 2004)
• The intrinsic motivation of reading is the curiosity about reading and the preference for challenge in reading (Guthrie and Wigfield, 2000)
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INTRINSIC READING MOTIVATION
• Several researchers reported a higher average reading motivation for girls than for boys
• Research found that girls had significantly higher intrinsic reading motivation than boys but no gender differences were reported in regards to the extrinsic reading motivation (McGeown et al., 2012)
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READING MOTIVATION and Gender
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Trees of Tales
• Four Common Questionnaires:
– The Motivation to Read Profile (MRP)
– the Motivation for Reading Questionnaire (MRQ)
– the Motivation for Reading Scale (MRS)
– the Intrinsic Motivation Inventory (IMI)
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MEASURING INTRINSIC READING MOTIVATION
• Designed by Gambrell et al, (1996)
• Measures two motivational dimensions:
– The students’ self-concept as readers
– The value students have for reading
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The Motivation to Read Profile (MRP)
• Designed by Wigfield and Guthrie (1995)
• Measures eleven dimensions:
– Reading efficacy - Challenge – Curiosity - Reading involvement, – Importance - Recognition, – Grades - Social competition, – Compliance - Reading work – Avoidance
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Motivation for Reading Questionnaire (MRQ)
• Designed by Baker and Scher (2002)
• Measures: – Enjoyment,
– Perceived value
– Perceived competence
– Students’ interest in library-related activities such as visiting a library
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Motivation for Reading Scale (MRS)
• Designed by Ryan (1982) • Includes seven subscales that can be used
depending on which are needed: – Interest/Enjoyment - Perceived Competence – Effort/Importance - Pressure/Tension – Perceived Choice - Value/Usefulness – Relatedness
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Intrinsic Motivation
Inventory (IMI)
• Enjoyment/Interest/curiosity/involvement
• Value/Importance/Usefulness
• Self-concept/Reading Efficacy/Perceived Competence
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Common Motivation Subscales
• Enjoyment – 1. Reading is a very interesting thing to do – 2. I like to read – 3. I think reading is a boring way to spend time (r)
• Value – 4. It is very important to me to be a good reader – 5. I think people can learn new things from reading – 6. I think reading could help me become a better student
• Self-Competence – 7. I am a good reader – 8. I know that I will do well in reading next year – 9. Reading is hard for me (r)
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The IRMS
• 3 reading interventions:
– Printed books – Basic e-book – Trees of Tales
• 18 children – 3 groups • They take the reading intervention home for the
weekend. • When they return the intervention back, an IRMS is
measured
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Experiment
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Results
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Results
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Results
• Children who read from the playful application (Trees of Tales) scored slightly higher levels of intrinsic motivation
• Female children were more intrinsically motivated to read from the playful application Trees of Tales.
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Findings
• Male children were more intrinsically motivated to read from traditional printed books.
• Children who perform better at reading, are more intrinsically motivated to read regardless of the format
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Findings
• Playful applications that supports reading for pleasure have the potential to motivate primary school children to read more often.
• Reading more will have an impact on the children’s overall achievement in school.
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Conclusion
Thank you
Any questions?