The Influence of Digital Gaming Experience on Primary School Kids’ PISA Reading Literacy
|關鍵字:||遊戲經驗;PISA閱讀素養;連續文本;非連續文本;gaming experience;PISA reading literacy;continuous text;non-continuous text|
Playing digital games and reading books seem to be two activities which wouldn’t have intersection in their nature. However, there is a new possibile link between them because of the appearance of the non-continuous text items of PISA reading literacy recently. Reading literacy should include not only the literacy of reading continuous text but also the literacy of reading non-continuous text, such as tables, graphs, diagrams, maps etc. In the mean time, playing digital games has become a part of many children’s life experience in this digital era and a number of tables, graphs, diagrams and maps could be found in digital games. We pose a possible connection from the phenomenon of children’s game playing and the attendancy of PISA assessment on reading literacy and try to explore whether this connection has shown significance or not. The instruments used in this research are the researcher designed gaming experience questionnaire and released items of PISA reading literacy. The results show that children’s reading experience of tables, graphs and maps in games has no significant influence on their grades of non-continuous text of PISA reading literacy. Nevertheless, children’s reading experience of text in games has significant negtive influence on their grades of continuous text of PISA reading literacy. The grades of continuous text and non-continuous text of PISA reading literacy show significant positive relevance. Besides, Children’s PISA reading literacy is more influenced by their Chinese learning achievement at school and their continuous text reading experience after class than by their digital gaming experience.