The Effect of Digital Gaming Experience on Players’ Reading Literacy in PISA Non-continuing Texts -A Case Study on League of Legends

• Main Authors: Chiang, Meng-Ying, 江孟穎
• Other Authors: Sun, Chuen-Tsai
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/29864496158378368903

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 102 === Digital games are another kind of reading materials. They provide not only an attractive reading information to engage players’ attention but also an abundance reading environment where players enjoy participating to promote reading literacy. “League of Legends,” a popular digital online game with plentiful charts and diagrams, was used as the game environment in this study. According to Sherry and Lucas’ (2003) classification, gaming motivation in the study was divided into “challenge,” “competition,” and “diversion;” reading motivation was divided into “recognition,” “competition,” and “importance” in accordance with Wigfield and Guthrie’s (1995,1997) literatures to survey whether players with dissimilar motivation as well as different gaming experience tended to differ in chart-reading engagement within the game and PISA non-continuing text reading performances. Furthermore, chart-reading engagement was also added to further explore if it affected the non-continuing text reading literacy beyond the game. Survey data were collected from 158 15-year-old students from six classes at the same junior high school in Hsin-chu County. Respondents were asked to fill out a questionnaire about gaming experience and take a non-continuing text reading test released from OECD Programme for International Student Assessment (PISA). The principal findings of this research are as follows: (1) Chart-reading engagement within the game and non-continuing text reading performances beyond the game varied with the different motivation players’ had. (2) The more players engaged in chart-reading within the game, the better their reading literacy in PISA non-continuing texts was. (3) As for “reading in games,” appropriate gaming time was the key to promoting related reading literacy.