Leren van Educatieve Games door Feedback

Elshoff, I.G.M. (2013) Leren van Educatieve Games door Feedback.

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Abstract:Background: In recent years, educational games are increasingly implemented in education with the idea that their use will increase the learning process of students. But research from Leemkuil & de Jong (2011) has shown that only offering educational games is not enough. Learning through games is only effective if it involves educational guidance and support is given. The influence of feedback on the learning process of students in the traditional learning environment is well documented. But unfortunately there is very little knowledge about the role of feedback in educational games and especially the role of feedback in Commercial Off The Shelf (COTS) games. The main purpose of this study is to investigate whether testing with feedback while playing a COTS game has a positive effect on the learning performance of students. There will also be examined whether the effect on learning performance of testing with feedback is greater than the effect of testing without feedback. Method: This study consisted of three conditions, namely: ("Feedback Condition") playing game + test 1 with feedback + game replay + test 2, ("Test Condition") playing game + test 1 without feedback + game replay + test 2, and ("Control Condition") playing game + distractor task + game replay + test 2. Participants played the game "Lemonade Tycoon 2". The main goal of this game is to set up a successful lemonade business. The tests measured the students’ knowledge of the concepts and principles in the game “Lemonade Tycoon”. In the "feedback condition" the students were given written feedback on the first test. The feedback consisted of the right answer plus additional information ("elaborated feedback"). A total of 45 subjects participated in this study. In all three conditions were 15 subjects. They were randomly assigned to three conditions. Results: A t-test showed a significant difference between the test scores of 1 and 2 in the "feedback condition" and the "test condition", α = 0.022 and α = 0.033. A Univariate Analysis of Variance showed an effect of condition on the scores of the second knowledge test, α = 0.004. There is also a t-test done to see if there was a significant difference between the scores of the second knowledge test. We found that there is no significant difference between the scores of the "feedback condition" and the "test condition", α = 0.131. But the effect on learning performance was in the "feedback condition" slightly larger . There is a significant difference between the scores on the second knowledge test of the "feedback condition" and the "control group", α = 0.003 and the "test condition" and "control condition", α = 0.051. Conclusion: Research has shown that testing in games (with or without feedback) leads to better learning performance. Despite that the learning effect in the "feedback condition" was slightly larger than in the "test condition", we can’t conclude from the analyses that testing with feedback leads to better learning performance than testing without feedback.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/64023
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