Enhancing reading in Go-Lab

Mentors: Eliane Segers & Ton de Jong

Topic

Go-Lab is an online environment in which students can do real-life experiments. For more information about this environment, see http://www.go-lab-project.eu/ However, it seems that students often do not read the texts that are provided. This may hamper the set-up of experiments and, as a result, learning. By adding gamification elements, we hope that students will read more texts, which should lead to a better understanding of the task. This design effort should yield a more optimal use of the online lab, as well as enhance learning (e.g., De Leeuw, et al., 2014). In your research project you implement a gamification element, and compare students working with Go-Lab with or without gamification.

Method

You study children or adolescents in schools. The design of the study will be a pretest-posttest study in which an experimental group is compared to a control group. Individual assessments will be conducted before and after working with Go-Lab. The goal is to understand learning, and explain individual variation in learning, which can, for example, be accomplished via moderated mediation analyses (Hayes, 2013).

Literature

http://www.go-lab-project.eu/publications

  • De Leeuw, L., Segers, E., & Verhoeven, L. (2014). Context, task, and reader effects in children's incidental word learning from text. International Journal of Disability, Development, and Education, 61, 275 - 287.
  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Press.