Abstract
This study discusses an attempt to examine the impact of gamebased formative assessment on the students’ knowledge in a Human-Computer Interaction (HCI) course, which is a fundamental subject for Multimedia students. This course is important to expose them to the ideas of user interface and interaction design methodologies, skills, and values that are required for them to develop a practical interaction design system. The respondents in this research were 63 undergraduates who enrolled in an HCI course in a public university in Malaysia. An experimental research design was employed whereby the respondents were conveniently assigned to two groups; control (33) and experimental (30). Eight paper-based formative assessments were given to the control group, while eight online game-based evaluations were given to the experimental group. The students’ scores are recorded to assess their understanding of the learning content and their participation in the HCI classroom. A test was also administered at the end of the semester and utilised as a data collection tool to examine the effectiveness of the intervention in terms of student comprehension. The information was then gathered and analysed using descriptive and ANOVA statistical methods. The students’ involvement was reflected through an opinion survey that was given to the students at the end of the semester. The findings revealed that students who participated in a game-based formative assessment shown greater understanding and involvement than students who participated in a formative paperbased evaluation, implying that introducing a scope of game-based formative assessments improved the understanding and participation in the HCI course classroom.
Highlights
Students perceived the learning process of the Human-Computer Interaction (HCI) course as a challenging undertaking because the content of this course relies upon theories regarding the user interface design of interactive systems
The findings revealed that students who participated in a game-based formative assessment shown greater understanding and involvement than students who participated in a formative paperbased evaluation, implying that introducing a scope of game-based formative assessments improved the understanding and participation in the HCI course classroom
The HCI teaching and learning process aims to encourage students to pursue a degree in human-computer interaction, be enthusiastic about it, and gain new skills that will enable them to build the generation that will have a beneficial impact on the world
Summary
Students perceived the learning process of the HCI course as a challenging undertaking because the content of this course relies upon theories regarding the user interface design of interactive systems. The assessment methods such as traditional paper-based quizzes and online quizzes used in this course are thoroughly based on the coursework marks. They do not serve as formative assessments to access the students’. The HCI teaching and learning process aims to encourage students to pursue a degree in human-computer interaction, be enthusiastic about it, and gain new skills that will enable them to build the generation that will have a beneficial impact on the world. This research will focus on the assessment for learning, in the STIV2013-HCI course in UUM, a core subject for undergraduate students taking BSc. (Multimedia) and BSc. (Information Technology) program
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