Investigating how gamified syllabic literacy impacts learning, flow and inappropriate behaviors: A single-subject study design

Abstract

This article approaches syllabic literacy activities by reflecting on the engagement problems that may occur during the childrens’ four-stage of phonological awareness (4–5 years old). Aiming to deal with motivational problem that can be caused for the lack of comprehension during the four-stage of phonological awareness, we implemented a gamification design based on the design condition of flow theory. We conducted a single-subject experiment with a A-B-A-B design to evaluate the effects of our gamification design on engagement and learning. Employing the think-aloud method, the results from our study indicate that our gamification design promotes the child’s flow state, decreases unwanted behaviors, increases interest and concentration. As consequence, we also observed positive effects on the child’s syllable-structure awareness through written tests. With this study, we provided insights that gamification may affect preschoolers’ engagement in phonics activities, and as a result, their interest, concentration, and enjoyment may be raised, fostering their phonological awareness.