Using Gamification to Motivate Students with Dyslexia
Learning Facilitaton
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Gooch, Daniel
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Vasalou, Asimina
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Benton, Laura
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Khaled, Rilla
Proceedings of the ACM CHI'16 Conference on Human Factors in Computing
Systems
2016-05-07
v.1
p.969-980
© Copyright 2016 ACM
Summary: 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.