Susanna Siu‐sze Yeung
Biographic Data
| ID | 4536358 |
|---|---|
| NAME | Susanna Siu‐sze Yeung |
| GIVEN NAMES | Susanna Siu‐sze |
| FAMILY NAME | Yeung |
| SIGNATURE | YEUNG S S S |
| AFFILIATIONS | Department of Psychology The Education University of Hong Kong Ting Kok Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Iteratively Designing a Theory‐Driven Gamified Morphological Awareness Intervention to Improve EFL Learners’ Reading Performance and Engagement
Gamification has been increasingly implemented for language learning purposes across the globe. However, there remains unknown regarding how the change in gamification design might maximize students’ language learning outcomes and engagement. To fill this research gap, we adopted a design‐based research methodology to iteratively design, implement, and evaluate a gamified morphological learning environment over two iterations to support reading c…
Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction
Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gami…
The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes
Purpose : Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face‐to‐face instruction in terms of cognitive, motivational and affective learning outcomes. Method : We applied a quasi‐expe…
Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners
The longitudinal study investigated the directionality and transfer mechanism of cross‐linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable deletion, onset deletion, rime deletion, and tone awareness), phonological awareness in English (syllab…
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension
BackgroundWord reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.AimThis study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e.,…
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension
BackgroundWord reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.AimThis study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e.,…
Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners
The longitudinal study investigated the directionality and transfer mechanism of cross‐linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable deletion, onset deletion, rime deletion, and tone awareness), phonological awareness in English (syllab…
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension
BackgroundWord reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills.AimThis study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e.,…
The effects of a gamified morphological awareness intervention on students' cognitive, motivational and affective outcomes
Purpose : Morphological awareness (MA), the ability to reflect on and manipulate the smallest language units within a word, has been identified as an essential metalinguistic awareness to predict literacy development. In this study, we examine whether an online gamified English MA programme is more effective than physical face‐to‐face instruction in terms of cognitive, motivational and affective learning outcomes. Method : We applied a quasi‐expe…
Directionality and developmental mechanism of cross‐linguistic transfer of phonological awareness to early writing skill in young Chinese learners
The longitudinal study investigated the directionality and transfer mechanism of cross‐linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable deletion, onset deletion, rime deletion, and tone awareness), phonological awareness in English (syllab…
Examining the effects of mixed and non‐digital gamification on students' learning performance, cognitive engagement and course satisfaction
Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gami…
Iteratively Designing a Theory‐Driven Gamified Morphological Awareness Intervention to Improve EFL Learners’ Reading Performance and Engagement
Gamification has been increasingly implemented for language learning purposes across the globe. However, there remains unknown regarding how the change in gamification design might maximize students’ language learning outcomes and engagement. To fill this research gap, we adopted a design‐based research methodology to iteratively design, implement, and evaluate a gamified morphological learning environment over two iterations to support reading c…
Psychology (4 works) · Cognition (3 works) · Comprehension (3 works) · Educational Games and Gamification (3 works) · Reading comprehension (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Instructional design (2 works) · Linguistics (2 works) · Mathematics education (2 works)