Laidlaw Scholars’ six-week summer research project

Our team consists of three Laidlaw scholars, Fatima Malik (left) and Helen Henwood (right) from the University of Leeds, and Amber Wong (middle) from the University of Hong Kong. During this summer, we attempt to develop a reading scale for boardgames, an idea extended from the “Connecting and Comprehending through Play” project led by Dr Peter Hart and Dr Paula Clarke.

The Laidlaw Undergraduate Research and Leadership Scholarship  

The Laidlaw Scholarship is a prestigious scholarship programme supported by the generous funding support from Lord Laidlaw of Rothiemay. Through various exclusive opportunities, such as the Oxford Ethical Leadership Programme, Laidlaw scholarship aims to nurture global citizens and ethical leaders.

Each scholar takes part in 2 summer programmes aimed at developing their leadership and research skills. In the first summer, scholars undertake an independent or faculty-sponsored research project at either their original university or at a partner university. In the second summer, scholars take part in a leadership in action project – an expedition that provides an opportunity to apply the leadership skills acquired in the first year to solving real-world problems, by working with and helping disadvantaged communities.

“Reading Through Gaming in Primary School”

Games can be a fantastic motivational tool to engage children in developing key academic skills, especially reading. Researchers have found that “the relationship between board gameplay and learning is evidenced across disciplines and countries” (Bayeck, 2020). However, the age rating on boardgames is mostly based on the complexity and appropriateness of the gameplay, rather than its reading difficulty. If games can develop reading, how do we know which games offer an appropriate level of challenge?

Extending from the above-mentioned question, we decided to create a reading scale for boardgames, so that children won’t find it too easy and miss the opportunity to develop; or too hard that they lose motivation.

Having made it to the fifth week of out project, we have so far created a preliminary scale for boardgames based on the findings of Hatcher (2000) and have collected data from a local primary school. We will be running a statistical model to evaluate components in the gameplay, and hopefully, by the end, establish a reading scale for boardgames.

Some Thoughts from Our Team

Conducting research during Year 1 is an opportunity that few have the chance to do, and so we have aimed to make the most of this exciting opportunity. The past few weeks were incredibly fruitful and eye-opening – and more importantly, we developed bonds that will last a lifetime. A huge thanks to our supervisors Dr Peter Hart and Dr Paula Clarke for their support and kindness; and to Anna Harwood for always being around, both in the office and at the primary school. Thanks for climbing up the ridiculously long stairs every time, and for the constant words of encouragement. Knowing that we have someone behind our backs at all times gave us the confidence to be try new ideas without hesitation.

Reference List

Bayeck, R. Y. (2020). Examining Board Gameplay and Learning: A multidisciplinary review of recent research. Simulation & Gaming, 51(4), 411–431. https://doi.org/10.1177/1046878119901286

Hatcher, P. J. (2000). Predictors of Reading Recovery book levels. Journal of Research in Reading, 23(1), 67-77.