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    Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship

    241940_241940.pdf (861.8Kb)
    Access Status
    Open access
    Authors
    Aamri, F.
    Greuter, S.
    Walz, Steffen
    Date
    2016
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Aamri, F. and Greuter, S. and Walz, S. 2016. Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship, in Proceedings of the International Conference on Interactive Technologies and Games, Oct 22-23 2015, pp. 55-62. Nottingham, UK: IEE.
    Source Title
    Proceedings - 2015 International Conference on Interactive Technologies and Games, ITAG 2015
    DOI
    10.1109/iTAG.2015.14
    ISBN
    9781467378741
    School
    School of Design and Art
    Remarks

    Copyright © 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.

    URI
    http://hdl.handle.net/20.500.11937/35731
    Collection
    • Curtin Research Publications
    Abstract

    Current research suggests that children who read for pleasure are intrinsically more motivated than children who rarely read for pleasure. Recent research also indicates that children who read from e-books are more intrinsically motivated to read than children who read from traditional print books. The current trend in e-books suggests that interactive and playful content assists children to stay motivated when reading and enhance their understanding of the content. However there is a lack of research on the effects of reading from interactive and playful e-books on intrinsic reading motivation. This paper discusses how we adapted existing reading motivation scales to derive a scale to measure Intrinsic Reading Motivation. We used this scale to compare the intrinsic reading motivation scores of 18 Omani fourth grade children after reading from a playful interactive storybook application, standard e-books, and traditionally printed books. The results showed that girls were slightly more influenced by the playful application than boys. However, children with the same reading skills obtained similar intrinsic reading motivation scores regardless of the reading format.

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