The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment |
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| Affiliation: | 1. Teacher Education Center, National Chiayi University, 85, Wunlong Village, Minsyong Township, 62103 Chiayi County, Taiwan;2. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec. 4, Keelung Rd., 106 Taipei, Taiwan;3. Department of Technology Application and Human Resource Development, National Taiwan Normal University, 162 HePing East Road, Section 1, 106 Taipei, Taiwan;1. Department of Educational Research, University of Bamberg, 96045 Bamberg, Germany;2. Institute of Psychology, University of Education Heidelberg, 69120 Heidelberg, Germany;1. Maastricht University, School of Business and Economics, Netherlands;2. The Open University, Institute of Educational Technology, Walton Hall, Milton Keynes, MK7 6AA, UK;1. Educational Testing Service, Princeton, NJ, United States;2. Australian Catholic University, Brisbane, Australia;1. School of Psychology, Central China Normal University, Wuhan, 430079, China;2. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China |
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| 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. |
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| Keywords: | Game-based learning Game-based assessment Online learning Formative assessment |
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