Abstract:

The paper presents the outcomes of an empirical research conducted in the school context with the interest of testing the effectiveness of a virtual Reading Challenge (RC) to promote reading, enjoyment of illustrations and peer cooperation.
The virtual Reading Challenge (RC) is an educational tool that making use of elements peculiar to game design, (Tekinbas & Zimmerman, 2005; Wouters, Van der Spek, & Van Oostendorp, 2009) involves the challenge of multiple teams, in which students are called upon through different types of trials to enjoy, learn about, and explore the illustrations of children's book. RC was designed for class groups to synchronously challenge each other in a virtual environment, facing trials designed to initiate mechanisms of inter-group cooperation, peer learning, widespread student leadership and positive competition among teams. The goal of the challenge is to overcome various trials by collectively identifying the correct solution, turning what the group agreed upon into concrete action, in the shortest possible time. The paper presents in detail the design and implementation phases of the RC and the outcomes found through a questionnaire given to students at the conclusion of the activity.

Keywords:

Digital environments, peer cooperation, reading promotion, Reading Challenge, exploratory research.