Research Article
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Year 2023, Volume: 6 Issue: 1, 116 - 131, 31.01.2023
https://doi.org/10.31681/jetol.1153660

Abstract

References

  • Agbonifo, O. C., Boyinbode, O. K., & Oluwayemi, F. N. (2021). Design of a Digital Game-based Learning System for Fraction Algebra. International Journal of Modern Education & Computer Science, 13(5). https://doi.org/10.5815/ijmecs.2021.05.04
  • Ahmad, T. B. T., Kamaldeen, A. A., & Badrasawi, K. J. (2022). The Effect of Reciprocal Teaching on Third Year Nigerian ESL Students’ Mastery of William Faulkner’s “A Rose for Emily”. IIUM Journal of Educational Studies, 10(1), 90-113. https://doi.org/10.31436/ijes.v10i1.433
  • Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309-332. https://doi.org/10.3102%2F00028312035002309
  • Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185. https://doi.org/10.3200/JOER.97.4.171-185
  • Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291-305. https://doi.org/10.1080/08856250903016854
  • Alvarez, L., Capitelli, S., Valdés, G., & De Loney, M. (2022). Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science. The New Educator, 1-22. https://doi.org/10.1080/1547688X.2022.2035473
  • Andewi, W. (2016). An Analysis of Students' Anxiety in the Implementation of Reciprocal Teaching in Reading (Doctoral dissertation, Lampung University).
  • Apryani, D., Sasongko, R. N., Kristiawan, M., & Hidayatulloh, H. (2022). A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding. Jurnal Elemen, 8(2), 510-524. https://doi.org/10.29408/jel.v8i2.5461
  • Aydemir, Z. İ., & Öztürk, E. (2013). Reading Motivation Scale for Texts: A Validity and Reliability Study. Ilkogretim Online, 12(1).
  • Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488. https://doi.org/10.1111/j.1467-8535.2007.00711.x
  • Burgos, D., Moreno-Ger, P., Sierra, J. L., Fernández-Manjón, B., Specht, M., & Koper, R. (2008). Building adaptive game-based learning resources: The integration of IMS Learning Design and. Simulation & Gaming, 39(3), 414-431. https://doi.org/10.1177%2F1046878108319595
  • Chang, M. M., & Lan, S. W. (2021). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 29-44. https://doi.org/10.1080/02680513.2019.1708298
  • Chen, C. M., Chen, L. C., & Horng, W. J. (2021b). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 29(5), 848-865. https://doi.org/10.1080/10494820.2019.1636091
  • Chen, P. Y., Hwang, G. J., Yeh, S. Y., Chen, Y. T., Chen, T. W., & Chien, C. H. (2021a). Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. Journal of Computers in Education, 1-22. https://doi.org/10.1007/s40692-021-00210-y
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. bs.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Dayo, N., Asad, M. M., & Alvi, U. (2021). Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students' Mathematics Problem-Solving Attitude. In Innovative Education Technologies for 21st Century Teaching and Learning (pp. 101-112). CRC Press.
  • Ebrahimi, Z., & Sadighi, F. (2022). Comparing the Effect of Online Teacher-Scaffolding vs. Peer-Scaffolding on Iranian EFL Learners’ Grammatical Achievement. Journal of Studies in Learning and Teaching English, 11(1), 97-120.
  • Field, A. (2005). Discovering statistics using SPSS (2. ed.). Sage.
  • Hekmati, N. (2022). A Qualitative Study on Teaching Visual Texts by Using Reciprocal Teaching Approach in a Virtual General English Course During the Covid-19 Pandemic. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 13(1), 15-22.
  • Hong, H. Y., Ma, L., Lin, P. Y., & Lee, K. Y. H. (2020). Advancing third graders’ reading comprehension through collaborative knowledge building: a comparative study in Taiwan. Computers & Education, 157, 103962. https://doi.org/10.1016/j.compedu.2020.103962
  • Hou, H. T., Wu, C. S., & Wu, C. H. (2022). Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education, 1-19. https://doi.org/10.1007/s40692-022-00231-1
  • Huang, C. T., & Yang, S. C. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52(3), 381-407. https://doi.org/10.1177%2F0735633115571924
  • Huang, J. W. T. (2022). Predicting and Reading Together: the Role of Collaborative Learning in Facilitating Reading Comprehension. English Teaching & Learning, 1-19. https://doi.org/10.1007/s42321-022-00111-y
  • Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2021). Digital game-based learning in K-12 mathematics education: a systematic literature review. Education and Information Technologies, 1-33. https://doi.org/10.1007/s10639-021-10721-x
  • Ivcevic, Z., Hoffmann, J. D., & McGarry, J. A. (2022). Scaffolding Positive Creativity in Secondary School Students. Education Sciences, 12(4), 239. https://doi.org/10.3390/educsci12040239
  • Jacobs Hogan, J. (2022). Reciprocal Teaching as a Reading Comprehension Instructional Strategy to Support the Integration of Science Literacy into the Middle School Classroom (Doctoral dissertation, City University of Seattle).
  • Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327-342. https://doi.org/10.1017/S0261444820000348
  • Larson-Hall, J. (2016). Fluency awareness as a way to increase speaking ability in a first-year college level English class. SHIKEN, 1.
  • Lawless, N., & Allan, J. (2004). Understanding and reducing stress in collaborative e-learning. Electronic Journal of E-learning, 2(1), 121-127.
  • Leu, D. J., & Maykel, C. (2016). Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55(2), 122-127. https://doi.org/10.1080/19388071.2016.1135388
  • Li, R. (2022). Effects of mobile-assisted language learning on EFL/ESL reading comprehension. Educational Technology & Society, 25(3), 15-29.
  • Mafarja, N., Zulnaidi, H., & Fadzil, H. M. (2022). Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability. EURASIA Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/ejmste/11506
  • Marom, A. B. I. (2022). The effectiveness of using online collaborative annotation based on reciprocal teaching instruction on students' reading comprehension at the Second Grade of SMP Khoiru Ummah Malang (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).
  • Marton, F., & Säljö, R. (1976). On qualitative differences in learning. I. Outcome and process. British Journal of Educational Psychology, 46, 4-11.
  • McAllum, R. (2014). Reciprocal Teaching: Critical Reflection on Practice. Kairaranga, 15(1), 26-35.
  • Melanlioğlu, D. (2014). Determining the Psychometric Features of Reading Anxiety Scale. Education and Science, 39(176).
  • Muthik, A., Muchyidin, A., & Persada, A. R. (2022). The Effectiveness Of Students' Learning Motivation On Learning Outcomes Using The Reciprocal Teaching Learning Model. Journal of General Education and Humanities (GEHU), 1(1), 21-30.
  • Nasr, M. A. A. N. (2022). The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing Saudi-university Students’ Reading Comprehension. Jordan Journal of Educational Sciences, 18(2), 385-400.
  • Oblinger, D. G. (2006). Games and learning. Educause quarterly, 29(3), 5-7.
  • Okkinga, M., van Steensel, R., van Gelderen, A. J., & Sleegers, P. J. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills. Journal of research in reading, 41(1), 20-41. https://doi.org/10.1111/1467-9817.12082
  • Oliveira, I., Tinoca, L., & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57(1), 1348-1357.
  • Palincsar, A. S. (1989). Collaborative Research and Development of Reciprocal Teaching. Educational Leadership, 46(4), 37-40.
  • Palincsar, A. S. & Brown, A. L. (1983). Reciprocal Teaching of Comprehension-Monitoring Activities. Technical Report No. 269.
  • Palincsar, A. S., Marcum, M. B., Fitzgerald, M., & Sherwood, C. A. (2019). Braiding teacher practice and class-wide dialogue: An historical inquiry across three sociocultural interventions. International Journal of Educational Research, 97, 157-165. https://doi.org/10.1016/j.ijer.2017.08.001
  • Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
  • Prensky, M. (2007). Digital game-based learning. McGraw-Hill.
  • Rieber, L. P., & Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92. https://doi.org/10.1080/09523980802107096
  • Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped Classroom–Digital Game Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme. Journal of Turkish Science Education, 19(1), 332-352.
  • Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.
  • Sandopa, A., & Doyan, A. (2022). The effect of reciprocal teaching-learning model on the mastery of physics concepts and creativity of senior high school. In Journal of Physics: Conference Series (Vol. 2165, No. 1, p. 012011). IOP Publishing.
  • Saricam, U., & Yildirim, M. (2021). The Effects of Digital Game-Based STEM Activities on Students' Interests in STEM Fields and Scientific Creativity: Minecraft Case. International Journal of Technology in Education and Science, 5(2), 166-192.
  • Scanlon, D. M. (2010). Response to intervention as an assessment approach. In Handbook of reading disability research (pp. 151-160). Routledge.
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Is more comfortable reading possible with collaborative digital games? An experimental study

Year 2023, Volume: 6 Issue: 1, 116 - 131, 31.01.2023
https://doi.org/10.31681/jetol.1153660

Abstract

In this study, which is based on the fact that the nature of learning is and should be understood on the basis of social constructivism, interaction and collaboration in language development are explored and digital games are discussed as an instructional technology. For digital games developed with learning in mind, the effects of educational change for learners have not yet been fully explored. The effects of digital games supported with reciprocal activities related to reading comprehension, reading motivation, and reading anxiety for science texts were investigated in this study. Eighty-five participants were randomly assigned to a group that played digital games without reciprocal activities (control group, n=43), and they were compared to a group that played digital games with reciprocal activities (experimental group, n=42), reading ten different texts over a ten-week period. The study used a quasi-experimental pretest-posttest design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Considering the effectiveness of reciprocal activities, the participants who were supported by collaborative activities were more motivated and less anxious than those in the group that used the digital games without collaborative activities. These findings indicate that the use of collaborative activities should not be ignored when planning to employ the supporting role of any instructional technologies while teaching reading skills.

References

  • Agbonifo, O. C., Boyinbode, O. K., & Oluwayemi, F. N. (2021). Design of a Digital Game-based Learning System for Fraction Algebra. International Journal of Modern Education & Computer Science, 13(5). https://doi.org/10.5815/ijmecs.2021.05.04
  • Ahmad, T. B. T., Kamaldeen, A. A., & Badrasawi, K. J. (2022). The Effect of Reciprocal Teaching on Third Year Nigerian ESL Students’ Mastery of William Faulkner’s “A Rose for Emily”. IIUM Journal of Educational Studies, 10(1), 90-113. https://doi.org/10.31436/ijes.v10i1.433
  • Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309-332. https://doi.org/10.3102%2F00028312035002309
  • Alfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students. The journal of educational research, 97(4), 171-185. https://doi.org/10.3200/JOER.97.4.171-185
  • Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291-305. https://doi.org/10.1080/08856250903016854
  • Alvarez, L., Capitelli, S., Valdés, G., & De Loney, M. (2022). Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science. The New Educator, 1-22. https://doi.org/10.1080/1547688X.2022.2035473
  • Andewi, W. (2016). An Analysis of Students' Anxiety in the Implementation of Reciprocal Teaching in Reading (Doctoral dissertation, Lampung University).
  • Apryani, D., Sasongko, R. N., Kristiawan, M., & Hidayatulloh, H. (2022). A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding. Jurnal Elemen, 8(2), 510-524. https://doi.org/10.29408/jel.v8i2.5461
  • Aydemir, Z. İ., & Öztürk, E. (2013). Reading Motivation Scale for Texts: A Validity and Reliability Study. Ilkogretim Online, 12(1).
  • Becker, K. (2007). Digital game‐based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488. https://doi.org/10.1111/j.1467-8535.2007.00711.x
  • Burgos, D., Moreno-Ger, P., Sierra, J. L., Fernández-Manjón, B., Specht, M., & Koper, R. (2008). Building adaptive game-based learning resources: The integration of IMS Learning Design and. Simulation & Gaming, 39(3), 414-431. https://doi.org/10.1177%2F1046878108319595
  • Chang, M. M., & Lan, S. W. (2021). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 29-44. https://doi.org/10.1080/02680513.2019.1708298
  • Chen, C. M., Chen, L. C., & Horng, W. J. (2021b). A collaborative reading annotation system with formative assessment and feedback mechanisms to promote digital reading performance. Interactive Learning Environments, 29(5), 848-865. https://doi.org/10.1080/10494820.2019.1636091
  • Chen, P. Y., Hwang, G. J., Yeh, S. Y., Chen, Y. T., Chen, T. W., & Chien, C. H. (2021a). Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. Journal of Computers in Education, 1-22. https://doi.org/10.1007/s40692-021-00210-y
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. bs.). Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Dayo, N., Asad, M. M., & Alvi, U. (2021). Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students' Mathematics Problem-Solving Attitude. In Innovative Education Technologies for 21st Century Teaching and Learning (pp. 101-112). CRC Press.
  • Ebrahimi, Z., & Sadighi, F. (2022). Comparing the Effect of Online Teacher-Scaffolding vs. Peer-Scaffolding on Iranian EFL Learners’ Grammatical Achievement. Journal of Studies in Learning and Teaching English, 11(1), 97-120.
  • Field, A. (2005). Discovering statistics using SPSS (2. ed.). Sage.
  • Hekmati, N. (2022). A Qualitative Study on Teaching Visual Texts by Using Reciprocal Teaching Approach in a Virtual General English Course During the Covid-19 Pandemic. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 13(1), 15-22.
  • Hong, H. Y., Ma, L., Lin, P. Y., & Lee, K. Y. H. (2020). Advancing third graders’ reading comprehension through collaborative knowledge building: a comparative study in Taiwan. Computers & Education, 157, 103962. https://doi.org/10.1016/j.compedu.2020.103962
  • Hou, H. T., Wu, C. S., & Wu, C. H. (2022). Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education, 1-19. https://doi.org/10.1007/s40692-022-00231-1
  • Huang, C. T., & Yang, S. C. (2015). Effects of online reciprocal teaching on reading strategies, comprehension, self-efficacy, and motivation. Journal of Educational Computing Research, 52(3), 381-407. https://doi.org/10.1177%2F0735633115571924
  • Huang, J. W. T. (2022). Predicting and Reading Together: the Role of Collaborative Learning in Facilitating Reading Comprehension. English Teaching & Learning, 1-19. https://doi.org/10.1007/s42321-022-00111-y
  • Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2021). Digital game-based learning in K-12 mathematics education: a systematic literature review. Education and Information Technologies, 1-33. https://doi.org/10.1007/s10639-021-10721-x
  • Ivcevic, Z., Hoffmann, J. D., & McGarry, J. A. (2022). Scaffolding Positive Creativity in Secondary School Students. Education Sciences, 12(4), 239. https://doi.org/10.3390/educsci12040239
  • Jacobs Hogan, J. (2022). Reciprocal Teaching as a Reading Comprehension Instructional Strategy to Support the Integration of Science Literacy into the Middle School Classroom (Doctoral dissertation, City University of Seattle).
  • Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327-342. https://doi.org/10.1017/S0261444820000348
  • Larson-Hall, J. (2016). Fluency awareness as a way to increase speaking ability in a first-year college level English class. SHIKEN, 1.
  • Lawless, N., & Allan, J. (2004). Understanding and reducing stress in collaborative e-learning. Electronic Journal of E-learning, 2(1), 121-127.
  • Leu, D. J., & Maykel, C. (2016). Thinking in new ways and in new times about reading. Literacy Research and Instruction, 55(2), 122-127. https://doi.org/10.1080/19388071.2016.1135388
  • Li, R. (2022). Effects of mobile-assisted language learning on EFL/ESL reading comprehension. Educational Technology & Society, 25(3), 15-29.
  • Mafarja, N., Zulnaidi, H., & Fadzil, H. M. (2022). Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability. EURASIA Journal of Mathematics, Science and Technology Education, 18(1). https://doi.org/10.29333/ejmste/11506
  • Marom, A. B. I. (2022). The effectiveness of using online collaborative annotation based on reciprocal teaching instruction on students' reading comprehension at the Second Grade of SMP Khoiru Ummah Malang (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).
  • Marton, F., & Säljö, R. (1976). On qualitative differences in learning. I. Outcome and process. British Journal of Educational Psychology, 46, 4-11.
  • McAllum, R. (2014). Reciprocal Teaching: Critical Reflection on Practice. Kairaranga, 15(1), 26-35.
  • Melanlioğlu, D. (2014). Determining the Psychometric Features of Reading Anxiety Scale. Education and Science, 39(176).
  • Muthik, A., Muchyidin, A., & Persada, A. R. (2022). The Effectiveness Of Students' Learning Motivation On Learning Outcomes Using The Reciprocal Teaching Learning Model. Journal of General Education and Humanities (GEHU), 1(1), 21-30.
  • Nasr, M. A. A. N. (2022). The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing Saudi-university Students’ Reading Comprehension. Jordan Journal of Educational Sciences, 18(2), 385-400.
  • Oblinger, D. G. (2006). Games and learning. Educause quarterly, 29(3), 5-7.
  • Okkinga, M., van Steensel, R., van Gelderen, A. J., & Sleegers, P. J. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills. Journal of research in reading, 41(1), 20-41. https://doi.org/10.1111/1467-9817.12082
  • Oliveira, I., Tinoca, L., & Pereira, A. (2011). Online group work patterns: How to promote a successful collaboration. Computers & Education, 57(1), 1348-1357.
  • Palincsar, A. S. (1989). Collaborative Research and Development of Reciprocal Teaching. Educational Leadership, 46(4), 37-40.
  • Palincsar, A. S. & Brown, A. L. (1983). Reciprocal Teaching of Comprehension-Monitoring Activities. Technical Report No. 269.
  • Palincsar, A. S., Marcum, M. B., Fitzgerald, M., & Sherwood, C. A. (2019). Braiding teacher practice and class-wide dialogue: An historical inquiry across three sociocultural interventions. International Journal of Educational Research, 97, 157-165. https://doi.org/10.1016/j.ijer.2017.08.001
  • Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
  • Prensky, M. (2007). Digital game-based learning. McGraw-Hill.
  • Rieber, L. P., & Noah, D. (2008). Games, simulations, and visual metaphors in education: antagonism between enjoyment and learning. Educational Media International, 45(2), 77-92. https://doi.org/10.1080/09523980802107096
  • Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped Classroom–Digital Game Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme. Journal of Turkish Science Education, 19(1), 332-352.
  • Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.
  • Sandopa, A., & Doyan, A. (2022). The effect of reciprocal teaching-learning model on the mastery of physics concepts and creativity of senior high school. In Journal of Physics: Conference Series (Vol. 2165, No. 1, p. 012011). IOP Publishing.
  • Saricam, U., & Yildirim, M. (2021). The Effects of Digital Game-Based STEM Activities on Students' Interests in STEM Fields and Scientific Creativity: Minecraft Case. International Journal of Technology in Education and Science, 5(2), 166-192.
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There are 70 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Seda Özer Şanal 0000-0002-6260-9212

Publication Date January 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Özer Şanal, S. (2023). Is more comfortable reading possible with collaborative digital games? An experimental study. Journal of Educational Technology and Online Learning, 6(1), 116-131. https://doi.org/10.31681/jetol.1153660


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