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Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games.
- Source :
- Journal of Computer Assisted Learning; Feb2021, Vol. 37 Issue 1, p127-141, 15p
- Publication Year :
- 2021
-
Abstract
- In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game‐level delivery methods and various in‐game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth‐ to eleventh‐grade students into four groups: adaptive, linear, free choice and no‐treatment control. Each condition had access to the same in‐game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid—significantly correlating with the external physics test scores; (b) there was no significant effect of game‐level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in‐game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions. [ABSTRACT FROM AUTHOR]
- Subjects :
- ADAPTABILITY (Personality)
ALGORITHMS
ANALYSIS of covariance
ANALYSIS of variance
OUTCOME-based education
CONFIDENCE intervals
STATISTICAL correlation
ENGINEERING
HIGH school students
LEARNING strategies
MATHEMATICS
PSYCHOMETRICS
QUESTIONNAIRES
REGRESSION analysis
RESEARCH evaluation
RESEARCH funding
STATISTICAL sampling
SCALE analysis (Psychology)
SCIENCE
STUDENT attitudes
SURVEYS
T-test (Statistics)
TECHNOLOGY
VIDEO games
RANDOMIZED controlled trials
RELATIVE medical risk
PRE-tests & post-tests
DESCRIPTIVE statistics
Subjects
Details
- Language :
- English
- ISSN :
- 02664909
- Volume :
- 37
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Journal of Computer Assisted Learning
- Publication Type :
- Academic Journal
- Accession number :
- 148185153
- Full Text :
- https://doi.org/10.1111/jcal.12473