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Ondersteuning in Game-Gebaseerd Leren: De Invloed van Testen en Feedback op Leren met Games

Kiser, Cansu (2013) Ondersteuning in Game-Gebaseerd Leren: De Invloed van Testen en Feedback op Leren met Games.

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Abstract:The primary aim of this study is obtaining insight whether testing (with or without feedback) can provide support to game-based learning. Specifically, the extent to which testing (with feedback) will positively affect learning will be explored. An experiment was carried out with 45 participants who were assigned to three conditions. The ages of the participants varied from 18 years to 32 years. The three conditions with each 15 participants were compared with each other. All the participants began with playing the game ‘EnerCities’. Then, the participants in condition Testing & Feedback were tested on knowledge and received feedback in the form of the correct answers on the test on knowledge, participants in condition Testing were tested on knowledge without receiving any feedback, and condition Control received a distracting task instead of a test on knowledge. Next, all the participants repeated the game, subsequently the participants in condition Testing & Feedback and condition Testing received a second test on knowledge, and the participants in condition Control received a test on knowledge for the first time. This study shows that there are no significant differences between the three conditions on the learning outcomes. The learning outcomes are determined by the (increase in) scores on the second game round, and the (increase in) scores of the second test. Yet there are indications in the study that assume that testing (with feedback) does something positive to the learning outcomes. The three conditions which are analyzed separately shows that the participant who received both testing and feedback achieved the highest learning outcomes at the end of the experiment compared to the other two conditions. Thus, from this research it cannot be concluded with certainty that testing (with and without feedback) can provide support to game-based learning, more research in this area should determine this.
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/64095
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