Constructivist approaches for knowledge construction in gamified reading environments

Abstract

This study developed a game called iRead by integrating the principles of constructivist learning theory with Högberg et al.’s (2019) gamification dimensions to enhance reading comprehension and knowledge construction among higher education students. It investigated how learners’ interactive and contextual experience factors contribute to knowledge construction and explored students’ perceptions of the features of iRead in this process. This study used a mixed methods design, collecting quantitative and qualitative data from 90 university students. The quantitative data were collected through pretests and post-tests and subjected to regression analyses; the qualitative data were obtained through semi-structured interviews. The results indicated that iRead significantly improved the students’ reading performance. Regression analysis results indicated that interactive and contextual experience variables significantly affected knowledge construction, with collaborative learning having the strongest influence. Three key themes were identified through thematic analysis of the interview data: active engagement through interactivity, cognitive development through critical thinking and problem-solving and autonomy in self-regulated learning. These findings highlight the potential of gamified environments based on constructivist learning theory to promote self-directed and collaborative knowledge construction. This study provides practical implications for educators and instructional designers and recommends future research directions.

Implications for practice or policy:

• Educators can enhance student engagement and reading comprehension by using gamified tools that integrate collaboration, authentic contexts and reflection.
• Policymakers and administrators should prioritise digital infrastructure and training to enable scalable adoption of gamified, constructivist learning environments.