Abstract
This study developed a game-based formative assessment, called tic-tac-toe quiz for single-player version (TRIS-Q-SP), in an energy education e-learning system. This assessment game combined tic-tac-toe with online assessment, and revised the rule of tic-tac-toe for stimulating students to use online formative assessment actively. Additionally, to investigate which types of formative feedback were appropriate for use in this game-based formative assessment, immediate elaborated feedback (IEF) and no immediate elaborated feedback (NIEF) mechanisms were designed and incorporated in TRIS-Q-SP. The findings revealed that all participants improved their energy knowledge through the e-learning system, and expressed enjoyment and positive opinions toward the TRIS-Q-SP. However, the various statistical results suggested that providing IEF for each question answered in TRIS-Q-SP was the optimal design. This design facilitated the enhancement of energy knowledge acquisition when comparing it with NIEF condition, and did not affect all participants’ enjoyment perceptions.
Highlights
With the development of technology, instruction and learning through computers and the Internet has become an new educational trend in the world (Bentley, Selassie, & Shegunshi, 2012); more than 10 terms (Brown, Charlier, & Pierotti, 2012), such as distance learning, online learning, blended learning, mobile learning, and e-learning, which is to refer to instruction and learning delivered through computer technology, have evolved from this trend
Based on analysis of paired sample t-test, the energy knowledge pretest and posttest scores significantly differed for the no immediate elaborated feedback (NIEF) group (t (27) = 6.722, p = .000), indicating that the posttest scores (M = 75.54, SD =14. 15) were significantly higher than the pretest scores (M = 63.68, SD =15.49)
To investigate which types of feedback messages were appropriate for use in this game-based formative assessment and how distinct types of feedback messages affected e-learning effectiveness and learner perceptions, immediate elaborated feedback (EF) (IEF) and NIEF feedback mechanisms were designed and incorporated in TRIS-Q-SP game based on theories relevant to feedback types suitable for formative assessments
Summary
With the development of technology, instruction and learning through computers and the Internet has become an new educational trend in the world (Bentley, Selassie, & Shegunshi, 2012); more than 10 terms (Brown, Charlier, & Pierotti, 2012), such as distance learning, online learning, blended learning, mobile learning, and e-learning, which is to refer to instruction and learning delivered through computer technology, have evolved from this trend. The tool provides opportunities for enhancing system interactions when learners engage in individualized learning (McKimm, Jollie, & Cantillon, 2003; Vasilyeva, Pechenizkiy, & De Bra, 2008). Previous studies have suggested that providing online formative assessments undoubtedly improves e-learning motivation and effectiveness (Gardner, Sheridan, & White, 2002; Henly, 2003; Khan, Davies, & Gupta, 2001). A related study indicated that not every online learner maintains their high motivation for using online formative assessment in online courses (Buchanan, 2000; Henly, 2003). Online formative assessment allows opportunities to repeat tests or practice at convenient times, certain learners could continue testing after attempting once or twice, when learners were constantly presented with boring multiple choice tests. Enhancing participation in online formative assessments has become a critical research topic (Costal, Mullan, Kothe, Butow, 2010; Lin & Lai, 2013)
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