Children Intrinsic Reading Motivation and Playful Applications: Investigating the Relationship (Fatma Al Aamri, Stefan Greuter and Steffen P. Walz) Interactive Technologies and Games (ITAG) Conference 2015 Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT

1. Children Intrinsic Reading Motivation and
Playful Applications: Investigating the
Relationship
Fatma Al Aamri, Stefan Greuter, Steffen P Walz
RMIT University, Australia

2. Reading motivation is a multi-layered construct
that includes aspects such as the person’s
reading goals, intrinsic and extrinsic motivation,
self-efficiency, and other social motivations for
reading (Guthrie and Wigfield,2000)
2
Reading Motivation

3. • Current research suggests that intrinsic
motivation has the highest impact on reading
for pleasure.
• Children read for pleasure if they are highly
intrinsically motivated to read.
3
INTRINSIC READING
MOTIVATION

4. • Intrinsic motivation is more effective within
the context of improving reading skills than
extrinsic motivation (Wigfield et al., 2004)
• The intrinsic motivation of reading is the
curiosity about reading and the preference for
challenge in reading (Guthrie and Wigfield, 2000)
4
INTRINSIC READING
MOTIVATION

5. • Several researchers reported a higher average
reading motivation for girls than for boys
• Research found that girls had significantly
higher intrinsic reading motivation than boys
but no gender differences were reported in
regards to the extrinsic reading motivation
(McGeown et al., 2012)
5
READING MOTIVATION
and Gender

6. 6
Trees of Tales

7. • Four Common Questionnaires:
– The Motivation to Read Profile (MRP)
– the Motivation for Reading Questionnaire (MRQ)
– the Motivation for Reading Scale (MRS)
– the Intrinsic Motivation Inventory (IMI)
7
MEASURING INTRINSIC
READING MOTIVATION

8. • Designed by Gambrell et al, (1996)
• Measures two motivational dimensions:
– The students’ self-concept as readers
– The value students have for reading
8
The Motivation to
Read Profile (MRP)

9. • Designed by Wigfield and Guthrie (1995)
• Measures eleven dimensions:
– Reading efficacy - Challenge
– Curiosity - Reading involvement,
– Importance - Recognition,
– Grades - Social competition,
– Compliance - Reading work
– Avoidance
9
Motivation for Reading
Questionnaire (MRQ)

10. • Designed by Baker and Scher (2002)
• Measures:
– Enjoyment,
– Perceived value
– Perceived competence
– Students’ interest in library-related activities such
as visiting a library
10
Motivation for Reading
Scale (MRS)

11. • Designed by Ryan (1982)
• Includes seven subscales that can be used
depending on which are needed:
– Interest/Enjoyment - Perceived Competence
– Effort/Importance - Pressure/Tension
– Perceived Choice - Value/Usefulness
– Relatedness
11
Intrinsic Motivation
Inventory (IMI)

12. • Enjoyment/Interest/curiosity/involvement
• Value/Importance/Usefulness
• Self-concept/Reading Efficacy/Perceived
Competence
12
Common Motivation
Subscales

13. • Enjoyment
– 1. Reading is a very interesting thing to do
– 2. I like to read
– 3. I think reading is a boring way to spend time (r)
• Value
– 4. It is very important to me to be a good reader
– 5. I think people can learn new things from reading
– 6. I think reading could help me become a better student
• Self-Competence
– 7. I am a good reader
– 8. I know that I will do well in reading next year
– 9. Reading is hard for me (r)
13
The IRMS

14. • 3 reading interventions:
– Printed books
– Basic e-book
– Trees of Tales
• 18 children – 3 groups
• They take the reading intervention home for the
weekend.
• When they return the intervention back, an IRMS is
measured
14
Experiment

15. 15
Results

16. 16
Results

17. 17
Results

18. • Children who read from the playful application
(Trees of Tales) scored slightly higher levels of
intrinsic motivation
• Female children were more intrinsically
motivated to read from the playful application
Trees of Tales.
18
Findings

19. • Male children were more intrinsically motivated
to read from traditional printed books.
• Children who perform better at reading, are
more intrinsically motivated to read regardless
of the format
19
Findings

20. • Playful applications that supports reading for
pleasure have the potential to motivate
primary school children to read more often.
• Reading more will have an impact on the
children’s overall achievement in school.
20
Conclusion

21. Thank you
Any questions?