448 Summary using an assessment model based on Witte’s theory of literary development. To gain insight in the results on motivation in each design phase, I developed a model based on Deci and Ryan’s motivational theory that I used to analyse the comments students made in their evaluations. For analysing the results on learning, I developed a model based on Blooms revised taxonomy of cognitive learning. A total of 175 fifth grade students (age 16 or 17) participated in the study. In all classes, the students were required to participate as the game was part of their regular curriculum. Participating in the study, however, was not made compulsory. All students agreed on using their results for the study by signing an informed consent letter. Implementation and evaluation In a first (analogue) version of the game, the reasoning model was presented in the same way as in a non-digital, teacher-led classroom setting. The students read the paper version of the novel and completed a few assignments based on the reasoning model. The purpose of this research phase was to find out how students reasoned with the model and whether the model needed improvement. The evaluation showed that the students were able to reason and gain insights. They succeeded in analysing the literary fragments they read and in connecting their findings to their own knowledge and ideas. They also succeeded in analysing the non-literary sources that were made available and used them effectively in interpreting the literary fragments The reasoning steps helped them to provide detailed and well-thought-out answers. It also became clear that students showed progress in reasoning during the lessons. From the evaluations it turned out that students experienced the lessons as useful and that they were generally positive about the reasoning tasks. At the same time, it became clear that the reasoning model and the assignments needed some improvement, both in terms of content and formulation. For example, some reasoning steps needed to be formulated more clearly and some assignments needed additional instructions. These improvements were implemented in the second version of the design. In this second (hybrid) version, the assignments were also partly digitalized, and the story was presented through a video. The teacher showed the video to the whole class and guided the students toward the completion of the assignments. The evaluation of the second version of the design again confirmed that students were able to reason with the model. Due to the improvements made in the assignments and the reasoning model, students were challenged to reason at an (on average) higher level than in the first version of the design. The evaluation of the story’s digital presentation made it clear that students showed no gaps in their story knowledge. In their comments, students
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