CITE Open Conference Systems, Digital generations -> Learning society

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The effect of gamification: Enhancing the teaching of argumentation in Hong Kong secondary schools through blended learning
Yau Wai Lam

Last modified: 2015-04-30


Hong Kong students were observed to have the inclination to rote learn material rather than think. However, there is a lack of research on the teaching of argumentation of Hong Kong students. In my research, I argue that the use of the TASK (Thesis Analysis and Synthesis Key) strategy (Unrau, 1992; Koh 2004, Hew & Cheung, 2014) together with gamification through a blended learning approach can effectively enhance students’ argumentative writing skills and motivation. An empirical experimental study is being carried out in a girls’ school to determine the effectiveness of the said approach.