Gamification with visual thinking continuum to foster college students’ english reading skill and motivation

Abstract

In today’s globalized world, proficient English reading skill is essential for personal success. However, students often encounter challenges in acquiring it. The study examines the effectiveness of combining gamification with visual thinking continuum (VTC) to improve English reading skill and motivation among Chinese first-year college students in an online learning context. Eighty-two first-year undergraduate students majoring in Chinese Language and Literature participated in a 14-week online English course that incorporated gamification elements like points, badges, leaderboards, and levels. Using a mixed-methods approach, the study employed data logging to assess changes in reading skill and pre- and post-tests for motivation. Quantitative results indicated significant improvements in both areas following the intervention. Qualitative data from in-depth interviews further revealed participants’ positive learning experiences, highlighting the motivational advantages of the gamified visual thinking continuum. These findings demonstrate that integrating gamification with visual thinking continuum can enhance affective aspects of language learning, making reading skill acquisition more effective. The study offers practical implications for educators and researchers interested in leveraging online gamified learning to foster reading skill and motivation.