Competitive Games as Formative Assessment in Informal Science Learning: Improvement or Hindrance?

Obery, Amanda; Lux, Nick; Cornish, Jamie; Grimberg, Bruna I.; Hartshorn, Anthony

doi:10.1007/s11528-021-00619-3

Cited by 4 publications

(3 citation statements)

References 38 publications

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“…In the CM group, however, female students got higher mean scores than male students. This study's findings are in line with prior research on various sorts of gender groups in computer-assisted formative assessment, which found no gender differences in learning outcome scores (Obery, 2021;Okoye, 2015). Similarly, this conclusion is in line with Glory and Ihenko (2017) and Matilda and Helen (2019) studies, implying that gender has no impact on students' learning outcomes.…”

Section: Discussion Of Main Findingssupporting

confidence: 91%

Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment

Hagos,

Andargie

2022

AJATeL

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This study examines the impact of gender and technology-integrated formative assessment on learning chemistry in general and chemical equilibrium in particular from the perspective of learning and motivation. To achieve the aforementioned objective, a quasi-experimental, non-equivalent, non-randomized pre-test and post-test research design was adopted. There were three groups in the study: two experimental and one comparative. The experimental groups implemented formative assessment (FA) and technology-integrated formative assessment (TIFA) strategies, whereas the comparison group used lecture style method. Two intact classes were chosen for treatment and one intact class was chosen for comparison groups using a random sampling technique. The Chemical Equilibrium Conceptual Test (CECT) and the Chemistry Motivational Questionnaire (CMQ), both adapted from the literature, were used to gather data. The reliability coefficient for CMQ was calculated using Cronbach's alpha. The Kudder Richardson formula 20 was used to check the CECT's internal consistency (KR-20). Two-way ANOVA statistics were used to analyze the data. Gender has no effect on students' motivation or conceptual knowledge when learning chemical equilibrium. There was no interaction impact of treatment and gender on the conceptual and motivational test scores. TIFA was shown to be more successful than the other two groups in promoting students' conceptions and motivation in learning chemical equilibrium, regardless of gender. Chemistry teachers should implement TIFA as a teaching method in their classes, according to the study. It is also recommended that teachers use it into their classes to help motivate students.

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Section: Discussion Of Main Findingssupporting

confidence: 91%

Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment

Hagos,

Andargie

2022

AJATeL

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“…Gaming seems like a promising medium to bridge the curriculum, content, and persuasive element of the technology into a unified medium of effective education. Throughout the years, studies had been done upon the effect of gaming on academic achievement [2], psychological health [3], educational outcome [4], mathematics [5] [6], science [7] [8], and language [9]. The integration of game into teaching and learning of various subjects had been discussed for many years and lately it becomes a new practice among teachers.…”

Section: Introductionmentioning

confidence: 99%

Enhancing HOTS using Problem-Based Learning and Digital Game in the Context of Malaysian Primary School

Tong

Rosli

Saleh

2022

Int. J. Interact. Mob. Technol.

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Learning in the 21st century emphasize on development of higher order thinking skills such as problem-solving skills with substantial highlight was given toward student-centred approach. Digital game and problem-solving activities are an ideal combination of student-centred approach which facilitate active participation for students to practice and develop their thinking skills. This study was conducted to investigate the effect and the process of using digital game and problem-based learning skills to enhance higher order thinking skills in primary school student in the context of Malaysia. A preliminary study was conducted to 50 samples to collect data about their current higher order thinking skills level. The result shows samples are good in identify problem and solution, but weak in decision making and reasoning. To study the effect of digital game and problem-based learning combined in enhancing higher order thinking skills, a pre-test and post-test was conducted to 35 samples before and after three sessions of digital game problem-based learning section. After running a paired sample t test upon the pre-test and post-test, the result show that the combination of digital game and problem-based learning have significant effect in enhancing higher order thinking skills. To understand samples’ learning process, reflection journal was used after each learning section and an interview was conducted following the post-test. The data gathered indicate samples do enjoy learning with digital games and problem-based learning, and they agreed the approaches help them to learn better. However, they expected for more exciting games and group activities in the future. This study opens a gateway for developing student-centred and fun learning approach that beneficial toward student’s higher order thinking skills.

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“…Games can be a form of formative assessment (46), notably including card games in a science context (47) and competitive games in a biological context (48). By playing games within groups, educational card games provide an environment where students learn from peers, which boosts the acquisition of knowledge (49,50).…”

Section: Formative Assessment Is Built Into Go Extinct!mentioning

confidence: 99%

Go Extinct! An Award-Winning Evolution Game That Teaches Tree-Thinking as Students Pursue the Winning Strategy

Marcy

2023

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Evolutionary trees communicate both the diversity and unity of life, a central and important scientific concept, as highlighted by the Vision and Change undergraduate biology education movement. Evolutionary trees and cladograms are diagrams viewed by biologists as Rosetta Stone-like in how well they convey an enormous amount of information with clarity and precision. However, the majority of undergraduates in introductory biology courses find the non-linear diagram confusing and do not immediately understand the tree-thinking central to interpreting the evolutionary tree's branching structure. Go Extinct! is an original board game featuring land vertebrates (i.e., amphibians, mammals, birds and reptiles) and it is designed to engage students in reading this evolutionary tree. Go Extinct! won the Society for the Study of Evolution's Huxley Award for outstanding outreach achievements in recognition for how the gameplay itself incentivizes students to identify clades and common ancestors on a stylized tree. The game can be completed in about 30 minutes, which allows instructors time to give follow-up activity sheets that help students transfer their new ability to read a stylized tree into the ability to read more traditional-looking trees found in textbooks and the literature. Overall, teaching the game, playing the game, and completing the follow-up transfer activity can be completed in a 50-minute section. Each game can serve up to 6 students, which means 3 games can cover a section of 18 students. Go Extinct! provides a fun and effective learning experience that students will remember and may even request to play again.

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Competitive Games as Formative Assessment in Informal Science Learning: Improvement or Hindrance?

Cited by 4 publications

References 38 publications

Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment

Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment

Enhancing HOTS using Problem-Based Learning and Digital Game in the Context of Malaysian Primary School

Go Extinct! An Award-Winning Evolution Game That Teaches Tree-Thinking as Students Pursue the Winning Strategy

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