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 August 13, 2024 from https://www.learntechlib.org/p/200525/.

Keywords

• formative assessment
• Game-Based Assessment
• game-based learning
• online learning