GameLet: Fostering Oral Reading Fluency With a Gamified, Media-

Based Approach
Ute Massler1, Alexander Gantikow2, Susanne Haake2, Wolfgang Müller2, Cristiana Lopes3
and Chrystalla Neofytou4
1English department, University of Education Weingarten, Germany
2Media Education and Visualization Group (MEVIS), University of Education Weingarten,

Germany
3Child Studies Centre, Institute of Education, University of Minho, Braga, Portugal
4Department of Information and Communication Systems, Open University of Cyprus, Nic-

osia, Cyprus
massler@ph-weingarten.de
gantikow@ph-weingarten.de
haake@ph-weingarten.de
muellerw@ph-weingarten.de
cristianafafe@gmail.com
chrystalla.neophytou@ouc.ac.cy
DOI: 10.34190/GBL.19.121

Abstract: In this paper, the design of a research and educational innovation project named GameLet (Gamified, media-based
training of reading fluency), funded by Erasmus+ (2018-2021) is presented. The project aim is to develop a multilingual train-
ing program for reading fluency (RF) which aims at fostering learners’ reading skills by improving their fluency through a
gamified, media-based approach. More specifically, GameLet applies “meaningful” digital media-based gamification mecha-
nisms to the development of learning scenarios and learning materials in order to increase pupils’ motivation in self-directed,
individual and cooperative learning phases for RF training. The centrepiece of the developed concept is the story of a fictional
radio play production, designed to encourage pupils to improve their reading and successfully record their role. The devel-
opment of GameLet follows a Design-Based Research (DBR) approach. In close cooperation researchers and practitioners
across three countries (Cyprus, Portugal, Germany), aim to generate methodological and pedagogical innovation through
systematic design, testing and redesign while working within the school context. In addition to the design, the results of the
first formative evaluation cycles carried out in one of the schools in spring 2019 are presented.

Keywords: oral reading fluency, mobile learning, gamification, game design, design based research

1. Introduction
Improving learners’ reading and media literacy is of vital importance. For one, the digital world is centered on
the written word and the labour market requires high literacy levels. Furthermore, developing all learners’ and
especially weaker students’ school and foreign language skills, media competencies and information literacy is
crucial as the effects of globalization allow for increased work mobility and the necessity for lifelong learning in
an information society.

While a number of instructional approaches to foster RF in the classroom exist, the increasing heterogeneity of
classes related to migration with students from different cultural backgrounds and lack of language skills de-
mands for novel approaches, allowing for better individual support of students and personalization of learning
and training activities. As corresponding objectives are difficult to achieve in classical class settings, technology-
enhanced approaches are often proposed as an approach to allow for comprehensive self-directed and person-
alized learning activities.

In this paper a research and educational innovation project named GameLet (Gamified, media-based training of
reading fluency), funded by Erasmus+ (2018-2021) is presented. Its aim is to develop a multilingual training pro-
gram for RF, which aims at fostering readers’ (both struggling and performing ones) reading skills by improving
their fluency through a gamified, media-based approach. GameLet thereby responds to recent reading perfor-
mance studies that have shown clear deficits particularly at primary and secondary level I (OECD, 2015). More
specifically, GameLet applies “meaningful” digital media-based gamification mechanisms to the development of

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