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The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment
ARTICLE

, Teacher Education Center, Taiwan ; , Graduate Institute of Digital Learning and Education, Taiwan ; , Department of Technology Application and Human Resource Development, Taiwan

Computers & Education Volume 81, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study proposed an online learning system for energy education, modifying the typical rules of tic-tac-toe and incorporating multiple choice tests into the game in order to develop a game-based formative assessment tool for an online learning course. In order to explore how different gaming modes and feedback types in this game-based formative assessment affect knowledge acquisition effectiveness and participation perceptions, a tic-tac-toe quiz game (TRIS-Q) with two gaming modes: single-player online game (SOG) and multi-player online game (MOG), and two feedback types: immediate elaborated feedback (IEF) and no immediate elaborated feedback (no IEF), were developed. A 2(SOG vs. MOG) × 2(IEF vs. no IEF) between-subject experiment was also conducted to investigate the effects on 109 ninth-grade students from four junior high school classes. The research findings indicated that different gaming modes of TRIS-Q did not affect the effectiveness of knowledge acquisition; providing IEF for each question answered in the game facilitated the enhancement of both energy knowledge acquisition and student tic-tac-toe ability when comparing it with the no IEF type. Additionally, the different gaming modes and feedback types did not affect participation perceptions.

Citation

Tsai, F.H., Tsai, C.C. & Lin, K.Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81(1), 259-269. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.10.013

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