Design and evaluation of a social and embodied multiplayer reading game to engage primary school learners in Namibia. (5th September 2022)

• Record Type: Journal Article
• Authors: Itenge, Helvi; Muashekele, Chris; Chamunorwa, Michael Bosomefi; Winschiers‐Theophilus, Heike; Brereton, Margot; Soro, Alessandro
• Is Part Of: British journal of educational technology. Volume 53:Number 6(2022)
• Page Start: 1571
• Page End: 1590
• Publication Date: 2022-09-05
• Subjects: engagement -- immersion -- learners -- Namibia -- reading; Audio-visual education -- Periodicals; 371.33
• DOI: 10.1111/bjet.13271
• Languages: English
• ISSNs: 0007-1013

Abstract

Abstract: Namibia, a southern African country with an Ubuntu culture that emphasizes interrelations, generally displays a low reading culture. In this study, we explored a social approach to reading to engage Namibian primary learners. Inspired by promising reading approaches, such as shared group reading enhanced by embodied actions, we created Spin Da Bottle—a multiplayer reading‐action game to draw Namibian learners into reading while keeping them captivated in action. The game was co‐designed with 36 learners and then evaluated by 32 learners with an adapted immersion questionnaire, post‐experience survey and individual interviews. 50 learners were then observed while playing at a public event. Our findings confirm that learners are engaged and enjoy the collective embodied reading experience. We observed different group behaviours scaffolding individual readers. We contribute to the field of reading technologies a digital tool that creates a collective and embodied reading experience, and an adapted immersion instrument. Practitioner notes What is already known about this topic It has been recognized that shared reading increases learners engagement and participation. Dialogic reading experience is enhanced through embodied actions. What this paper adds Through a design‐based research approach, a digital multiplayer reading‐action game was developed to explore whether a social, embodied, group game could increase interest and engagement of children in reading. The game was co‐designed and the immersion validated with primary school learners in Namibia. An adapted immersion instrument was derived for reading games. Implications for practice and/or policy Collective reading games offer weak readers support from their peers. A Namibian inclusive education for all, considering an Ubuntu pedagogy, can be supported with appropriate technologies. Teachers can integrate this game in the classroom by authoring their content in order to engage learners.