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No. 2 (8)/2014
- Słowo wstępne Agnieszka Landowska
- Computerization and automation of the educational systems at the beginning of the XXI century Bogdan Galwas
- Application of databases to knowledge representation and automation of e-learning processes Lech Banachowski, Elżbieta Mrówka-Matejewska, Jerzy Paweł Nowacki
- The emotional assesment of a gamificated text Maciej Słomczyński, Dorota Sidor
- E-technologies in education and therapy of autistic children in Poland Agnieszka Landowska, Agata Kołakowska, Anna Anzulewicz, Paweł Jarmołkowicz, Joanna Rewera
- Analysis of the properties, functionalities and ergonomics of modern tools dedicated to rapid e-learning development Barbara Dębska, Lucjan Dobrowolski, Karol Hęclik
- E-learning in Humanities – Methodology of the Course „The Sixties: The Beatles and Their Time” Dariusz Krawczyk
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Reviews and reports
- Jak egzaminować w dobie e-learningu? Ryszard Tadeusiewicz
- Report from the EUNIS 2014 Congress June 11–13, Umeå University (Sweden) Anna Pacholak
- Unlocking the Technology-Mediated Learning Process: Insights and Articulating Actions for an Institutional Approach Rogerio Roth
- I Did This Fiona Leteney
- Stopka redakcyjna Agnieszka Landowska
The emotional assesment of a gamificated text
Abstract
The goal of the article is to present the outcomes of research regarding the impact of gamification-like autocontrol form on emotional and motivational components of reading process. The research was aimed to explain whether the reader’s attempt to anticipate the text’s plot implies an increase of efficiency in analysis and synthesis of text’s content as well as the evaluative and emotional assessment of the text. There were 106 University of Warsaw students involved in the experiment (studying at various faculties and levels). To conduct the research there was a dedicated application used which allowed to integrate the text with research questions. The results show that frequent anticipation attempts regarding the text’s plot are connected with its emotional and evaluative assessment, however the nature of this relationship is ambiguous./p>
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