Game-Based Versus to Non-Game-Based: The Impact of Student Response Systems on Students'Achievements, Engagements and Test Anxieties

The use of different tools in the field of education has become widespread with the developments in technology. Online student response systems are one of these tools. Online student response systems have been used for many years. In the last couple of years, game items have been added, and game-based online student response systems have started to be used. In this context, this study aims to find out the effects of online student response systems both with and without being based on games on the achievements, engagements, and test anxiety levels of students. The study group consists of 46 seventh grade students (Control, 23; Experimental, 23). This study was conducted by using a quasi-experimental design with pre-test and post-test groups. The topics in the “living democracy” chapter of social studies course were taught for four weeks by using the online student response system named Socrative for the control group and the online game-based student response system called Kahoot for the experimental group. The results of the study showed that game-based student response systems increase the achievement and engagement and decrease the test anxiety level when compared to non-game-based student response systems. In this direction, it may be suggested to use online game-based student response systems on different topics of social studies courses.

[1]  Alf Inge Wang,et al.  The wear out effect of a game-based student response system , 2015, Comput. Educ..

[2]  Kevin Johnson,et al.  Clickers in the Laboratory: Student Thoughts and Views , 2010 .

[3]  D. Henderson,et al.  “Clickers” in the classroom , 2009 .

[4]  Diana G. Oblinger,et al.  The Next Generation of Educational Engagement , 2004 .

[5]  Jill A. Marshall,et al.  Classroom Response Systems: A Review of the Literature , 2006 .

[6]  Paul A. Cairns,et al.  Measuring and defining the experience of immersion in games , 2008, Int. J. Hum. Comput. Stud..

[7]  Meghan D. McAuliffe,et al.  Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes , 2008 .

[8]  Jeffrey D. Karpicke,et al.  The Power of Testing Memory Basic Research and Implications for Educational Practice , 2006 .

[9]  Lise McCoy,et al.  Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology , 2015, BMC Medical Education.

[10]  Selay Arkün Kocadere,et al.  The design and implementation of a gamified assessment , 2015 .

[11]  Altay Eren.  Prospective teachers’ perceptions of instrumentality, boredom coping strategies, and four aspects of engagement , 2013 .

[12]  Chad Habel,et al.  Mobile phone voting for participation and engagement in a large compulsory law course , 2014 .

[13]  Kuo-En Chang,et al.  Embedding game-based problem-solving phase into problem-posing system for mathematics learning , 2012, Comput. Educ..

[14]  Tzu-Hua Wang,et al.  Web-based quiz-game-like formative assessment: Development and evaluation , 2008, Comput. Educ..

[15]  Nathaniel J. Hunsu,et al.  A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect , 2016, Comput. Educ..

[16]  Gerd Kortemeyer,et al.  The Psychometric Properties of Classroom Response System Data: A Case Study , 2016 .

[17]  Irwin G Sarason,et al.  The Test Anxiety Scale: Concept and Research. , 1977 .

[18]  Jerrell C. Cassady,et al.  Cognitive Test Anxiety and Academic Performance , 2002 .

[19]  James H. McMillan,et al.  Research in Education: Evidence-Based Inquiry, 7th Edition. MyEducationLab Series. , 2010 .

[20]  M. Oliver,et al.  Electronic Voting Systems for Lectures then and Now: A Comparison of Research and Practice , 2007 .

[21]  J. Reeve,et al.  Agency as a fourth aspect of students engagement during learning activities , 2011 .

[22]  J. Schüler,et al.  Arousal of Flow Experience in a Learning Setting and Its Effects on Exam Performance and Affect , 2007 .

[23]  Eugene Judson,et al.  Learning from Past and Present: Electronic Response Systems in College Lecture Halls , 2002 .

[24]  William C. Bessler,et al.  The use of an electronic response system in teaching biology , 1971 .

[25]  Thrasyvoulos Tsiatsos,et al.  Game-based assessment: investigating the impact on test anxiety and exam performance , 2017, J. Comput. Assist. Learn..

[26]  Gerald Bergtrom,et al.  Clicker Sets as Learning Objects , 2006 .

[27]  William Billingsley,et al.  Research trends in student response systems: a literature review , 2015, Int. J. Learn. Technol..

[28]  John C. Nesbit,et al.  Animated and static concept maps enhance learning from spoken narration , 2013 .

[29]  Krista D. Glazewski,et al.  Student-generated questioning activity in second language courses using a customized personal response system: a case study , 2017 .

[30]  Jane E Caldwell,et al.  Clickers in the large classroom: current research and best-practice tips. , 2007, CBE life sciences education.

[31]  Douglas Duncan,et al.  Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems , 2004 .

[32]  Marie Kavanagh,et al.  Click Go the Students, Click-Click-Click: The Efficacy of a Student Response System for Engaging Students to Improve Feedback and Performance , 2009 .

[33]  Josip Slisko,et al.  Software Socrative and Smartphones as Tools For Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study With Prospective Teachers , 2013 .

[34]  Gerhard Schwabe,et al.  Mobile learning with a mobile game: design and motivational effects , 2005, J. Comput. Assist. Learn..

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

[36]  Robert S. Feldman,et al.  Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes , 2007 .

[37]  James M. Boyle,et al.  Engagement in digital entertainment games: A systematic review , 2012, Comput. Hum. Behav..

[38]  Christine McDonald,et al.  CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems , 2015 .

[39]  B. Faleye.  COGNITIVE TEST ANXIETY AND LEARNING OUTCOMES OF SELECTED UNDERGRADUATE STUDENTS , 2010 .