學校學習活動的投入與專注不是與生俱來的。遊戲化學習一直是導引外語學習者課室學習活動的有效工具，儘管目前為止遊戲化學習一直仍未在一個特定的理論架構下操作。迄今為止，大部分的遊戲化學習都需要大量科技的使用，當然這也暗示著操作者要有相當的科技知識/能力。本研究特別針對教師如何在一個非數位的遊戲化學習環境中導引學生投入在居家的英語閱讀活動。為驗證遊戲化學習導引學生專注外語（英語）居家閱讀的效益，本研究招募了30位幼齡英語為外語學習者，利用結構化的遊戲（寶可夢）活動提供他們課後持續（規律地）接觸外語，進而提升他們的閱讀流利度與學習參與（投入）。本研究驗證（非數位）遊戲化學習活動對於刺激與提升課外（居家）閱讀活動之效益，並透過相關量化與質性資料提供本研究之解釋，進而提供欲操作遊戲化學習活動教師之教學指引。

Engagement in schoolwork does not come naturally to most students. Gamification has been verified as a useful tool to boost engagement and motivation in ESL/EFL contexts, though, there is still no agreed upon framework for its effective incorporation into learning environments. Currently, most gamification applications studied require expensive technology and the capability to use it. This study shows how one teacher has used a non-digital gamified framework in a kindergarten EFL class to motivate students to engage in at-home reading practice in English. A treatment group of 30 young EFL learners elected to do guided reading activities at home to earn rewards and advance their progress in the game. The gamified framework provided these very young learners further exposure to the target language and was able to increase learning gains in reading fluency. An explanation is offered as to why the affective effects of gamified at-home reading practice support the use of the treatment as a useful pedagogical tool for this particular demographic.

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