Support : Références scientifiques
Auteur(s) : Daian Geivid Saman Yan
Editeur : University of Twente - Faculty of Behavioural Sciences - Educational Science and Technology
Date : 2013
Research on digital game-based learning indicates that this learning method can be - under certain conditions - more efficient than other traditional teaching methods, such as textbooks, or web-based learning. Without additional support learning from games may or may not occur, this is why instructional support should be used in educational settings. The present study focuses on testing with feedback as a type of instructional support with great promise. Testing is widely used in almost all classrooms around the world and there are plenty of studies supporting the benefits of testing and feedback in learning; however, there is scarce research about the use of testing and feedback as support in learning with games. This study examines the potential of testing and feedback to enhance game-based learning. Three conditions of instructional support are evaluated in an experiment: no instructional support, testing without feedback, and testing with feedback. In the study 48 international students from University of Twente played a strategy game, EnerCities, after their knowledge was tested and feedback was provided (depending on the condition). Later, there was another round of play and conclusively a final knowledge test. The findings show that participants in the testing and feedback condition improved their game and level score in the second round of game play.
Djaouti, D., Alvarez, J., Jessel, J.-P., & Rampnoux, O. (2011). Origins of Serious Games. In M. Ma, A. Oikonomou & L. C. Jain (Eds.), Serious Games and Edutainment Applications (pp. 25-43): Springer London.
Mots-clés : Digital game-based learning, Learning from games, Testing, Feedback