NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1040691
Record Type: Journal
Publication Date: 2014-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-1042-1629
Improving Learning Achievements, Motivations and Problem-Solving Skills through a Peer Assessment-Based Game Development Approach
Hwang, Gwo-Jen; Hung, Chun-Ming; Chen, Nian-Shing
Educational Technology Research and Development, v62 n2 p129-145 Apr 2014
In this study, a peer assessment-based game development approach is proposed for improving students' learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students' learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of "in-depth thinking," "creativity," and "motivation."
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A