The impact of gamification in the motivation of academic reading of scientific literature in nursing students

Abstract

<b>Background:</b> Academic reading involves reading with a specific academic and education purpose. For undergraduate students, academic reading is a crucial skill, although it is well recognized that many students may lack the analytic reading skills or motivation required for academic reading. Gamification is the application of game design and principles within a non-game context, it can provide an engaging and enjoyable approach to learning that requires students to participate in games with pre-set rules. To date, limited research attention has been given to the use of gamification to enhance academic reading proficiency in undergraduate nursing students.

<b>Aim:</b> The aim of is study was to examine the impact of a computer game that had been specifically designed to enhance proficiency and motivation of scientific academic reading. Then, to explore students experience of the game for reading primary scientific literature in a second language.

<b>Design:</b> This was a sequential-explanatory mixed method study. Two hundred and eighty 3rd year undergraduate nursing students taking an introductory research methods course were invited to participate in the study. Using purposive sampling, a quasi-experimental design was used in the quantitative phase, a control group of students (n = 160) received face-to-face instruction on how to read an academic research paper in the traditional classroom setting. Simultaneously, another group of students in the experimental group (n =120) played the ’reading an academic paper’ game in the computer laboratory. Both groups were evaluated at the end of the exercise to test knowledge and motivation towards academic reading, using the Motivational Strategies for Learning Questionnaire (MSLQ). Then, descriptive qualitative analysis from focus group of students (n=6) who played the game.

<b>Results:</b> Students in the experimental group scored higher in the MSLQ and all its subscales than those in the control group, though only a statistically significant difference was found in the performance/competence subscale. Three themes were identified from the thematic analysis: (1) Scientific reading motivators across the year of study, (2) Reading scientific literature in a second language, and (3) Essential components of a sustainable scientific reading game.

<b>Conclusion:</b> It is hoped that using a gamification approach towards the teaching of academic reading skills will promote student understanding, engagement and enjoyment when reading research papers.