449 Summary indicated that the video presentation led to sufficient understanding. On the other hand, the evaluations showed several areas of possible improvement in the assignments and the video presentation. It also turned out that students needed more instruction on the reasoning steps and an opportunity to ask for help when working on the assignments. The necessary improvements and additions have been implemented in the third version of the game. In the third version, the game was fully digitalised with tailor-made software and students could now work independently on their laptops. The game was supplemented with game-based elements for learning. For example, the assignments were divided into levels. The higher the level, the more independently the students had to work. Students could also use a help button. Thanks to the improvements and additions in the third version, more students were challenged to reason at an (on average) higher level than in the second version of the game. It became clear that digitalization did not hinder the students’ reasoning, rather, their results improved in each version of the lesson series. Still, the evaluations showed that students, next to a lack of interaction, experienced more monotony in the assignments in the digital version than in the analogue version. So, to increase students’ motivation, several new game elements were added in the fourth version: quiz questions, a reward system, and an interaction feature. In the fourth and final version, when opening the game, students see the picture of a book on their screen. The book opens and starts with a prologue in which a video introduces students to the game, to the reasoning method to be applied, and to the novel under study. The prologue is then followed by four levels where students reason about the text and its historical and social context and reflect upon themselves as readers. Each level starts with a video, presenting a part of the story and consisting of an extensive read-aloud summary of the chapter at hand, supplemented by key fragments also read out aloud. Further, the video has drawings that match the story and its development. After watching the video, students must answer quiz-like questions about the story. Correct answers are rewarded with bonus points. If students answer two-thirds of the questions correctly, they are allowed to move on to the reasoning assignment, although they can also continue answering content questions to earn extra points. Having reached the reasoning assignment, the students go through four steps based on reasoning questions. They analyse a section of the novel that relates to a specific question (step 1) and express their own knowledge and ideas, followed by a first answer to the question (step 2). The students then use a non-literary source with additional information about the topic of the reasoning question to expand or adjust their answer if necessary (step 3). Finally, they write down the insights they have gained through reasoning (step 4). When
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