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

Reading ability is the key to gain new knowledge. Children, by means of reading, are able to acquire information in words and images, 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 Taiwanese students' "like to read" and "reading immersion" are below the international average. Therefore, it is emergent to enhance student's reading motivation in immersion reading classes in this country. The purposed study intends to guide students to be more self-motivated in reading. Many studies indicated that instructional games are helpful to enhance students' learning motivation, and the intention of staying games is related to their flow of mind. In order to maintain the player's game flow, it is necessary to accommodate the difficulty of the game with player's' skills. This study plans to design an adaptive augmented reality games for enhancing reading abilities. By adjusting game difficulty levels based on student's on-task performance, 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 benefit the educational practitioners to adequately adopt instructional game to improve student's reading abilities in various languages such as Chinese, English, and Japanese.