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Using gamification to motivate students with dyslexia

Gooch, D; Vasalou, A; Benton, L; Khaled, R; (2016) Using gamification to motivate students with dyslexia. In: (Proceedings) ACM CHI Conference on Human Factors in Computing Systems. (pp. pp. 969-980). ACM Green open access

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Abstract

The concept of gamification is receiving increasing attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a set of provisional implications for gamification distilling opportunities for future pedagogical uses, gamification design for special education and methodological approaches to how gamification is studied.

Type: Proceedings paper
Title: Using gamification to motivate students with dyslexia
Event: ACM CHI Conference on Human Factors in Computing Systems
ISBN: 9781450333627
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/2858036.2858231
Publisher version: http://dx.doi.org/10.1145/2858036.2858231
Language: English
Additional information: Copyright © is held by the owner/author(s). Publication rights licensed to ACM.
Keywords: Gamification; SEN; Dyslexia; Educational Technology.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1475760
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