THE EFFECTS OF FLOW EXPERIENCE ON READING MOTIVATION AND ACHIEVEMENT WITH ADAPTIVE AUGMENTED REALITY GAME

Reading ability is the key to gaining new knowledge. Children, by means of reading, are able to investigate information in words and images, and, thus, construct a broader network of knowledge. Governments around the world have made efforts on the development of reading ability. However, the results from Progress in International Reading Literacy Study (PIRLS) indicated that the rate of Taiwanese students’ “like to read” and reading immersion classes are below the international average. Therefore, it is emergent to enhance students’ reading motivation in immersion reading classes in this country. The purposed study intends to lead students to be more self-motivated in reading. Many studies indicated that instructional games are helpful to enhance students' learning motivation, and also pointed out that players’ continuing in playing games are related to their flow of mind. In order to maintain the players' flow of mind, it is necessary to balance the difficulty of the game with players’ skills. Therefore, purposed study plans to design an adaptive game in reading activities. By adjusting game difficulty level based on students’ performance, we assume this adaptive game could motivate students to read and maintain the flow of mind in the activities. An experiment will be done with an experimental group-the adaptive game group, and a control group-the non-adaptive game group. Differences on reading motivation and flow experiences will be investigated between the two groups. The game is currently under development and the experiment is planned to perform shortly after the game is fully developed and pilot tested. The results of study could expand to the use of different language such as Chinese, English, and Japanese to increase students’ motivation or even achievement.