“I Forgot I Wasn’t Saving the World”: the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

[1]  Michael Barnett,et al.  Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles , 2011 .

[2]  Chris Dede,et al.  Multisensory Immersion as a Modeling Environment for Learning Complex Scientific Concepts , 1999 .

[3]  Andrew K. Przybylski,et al.  A Motivational Model of Video Game Engagement , 2010 .

[4]  Huei-Tse Hou,et al.  Evaluating multiple aspects of a digital educational problem-solving-based adventure game , 2014, Comput. Hum. Behav..

[5]  E. Mandinach,et al.  The role of cognitive engagement in classroom learning and motivation , 1983 .

[6]  E. Chapman,et al.  Development of a short form of the attitudes toward mathematics inventory , 2012, Educational Studies in Mathematics.

[7]  Mary Peat,et al.  Supporting student learning: the use of computer-based formative assessment modules , 2002, Br. J. Educ. Technol..

[8]  Robert M. Gagné,et al.  The Conditions of Learning and Theory of Instruction , 1985 .

[9]  E. Schultheis,et al.  Evolving Better Cars: Teaching Evolution by Natural Selection with a Digital Inquiry Activity , 2014 .

[10]  Elena Karahanna,et al.  Time Flies When You're Having Fun: Cognitive Absorption and Beliefs About Information Technology Usage , 2000, MIS Q..

[11]  Valerie J. Shute,et al.  Games, Learning, and Assessment , 2012 .

[12]  Michelle F. Wright,et al.  Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis , 2006 .

[13]  Mihaly Csikszentmihalyi,et al.  Flow: the psychology of happiness , 1992 .

[14]  J. Webster,et al.  The Dimensionality and Correlates of Flow in Human-Computer Interactions. , 1993 .

[15]  D. McCoach,et al.  A Validation Study of the School Attitude Assessment Survey , 2002 .

[16]  Douglas B. Clark,et al.  Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling , 2012 .

[17]  Nathan W. Twyman,et al.  Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM) , 2012, J. Assoc. Inf. Syst..

[18]  D. Henly,et al.  Use of Web-based formative assessment to support student learning in a metabolism/nutrition unit. , 2003, European journal of dental education : official journal of the Association for Dental Education in Europe.

[19]  Matthew L. Jensen,et al.  Exploring Failure and Engagement in a Complex Digital Training Game: A Multi-method Examination , 2016, AIS Trans. Hum. Comput. Interact..

[20]  Sally Krasne,et al.  Differential Effects of Two Types of Formative Assessment in Predicting Performance of First-year Medical Students , 2006, Advances in health sciences education : theory and practice.

[21]  David A Cook,et al.  Web-based learning: pros, cons and controversies. , 2007, Clinical medicine.

[22]  James Minogue,et al.  Investigating the impact of video games on high school students' engagement and learning about genetics , 2009, Comput. Educ..

[23]  Diana G. Oblinger,et al.  Educating the Net Generation , 2005 .

[24]  Peter Chapman,et al.  Engagement in multimedia training systems , 1999, Proceedings of the 32nd Annual Hawaii International Conference on Systems Sciences. 1999. HICSS-32. Abstracts and CD-ROM of Full Papers.

[25]  Kristian Kiili,et al.  Using video games to combine learning and assessment in mathematics education , 2015, Int. J. Serious Games.

[26]  Sarah K. Brem,et al.  Evolution challenges : integrating research and practice in teaching and learning about evolution , 2012 .

[27]  Phillip C. Schlechty.  Inventing Better Schools: An Action Plan for Educational Reform , 1997 .

[28]  James D. Basham,et al.  Students’ and Teachers’ Perceptions of Using Video Games to Enhance Science Instruction , 2013 .

[29]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[30]  Jeffrey Chin,et al.  Assessment in Simulation and Gaming , 2009 .

[31]  Marc Prensky,et al.  Digital game-based learning , 2000, CIE.

[32]  J. McPherson,et al.  Formative assessment: how am I doing? , 1995, The Lancet.

[33]  Riccardo Berta,et al.  Assessment in and of Serious Games: An Overview , 2013, Adv. Hum. Comput. Interact..

[34]  Amy J. Ko,et al.  In-game assessments increase novice programmers' engagement and level completion speed , 2013, ICER.

[35]  Amanda Lenhart,et al.  Adults and video games , 2008 .