東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Games as Formative Assessment Enviro...

Delacruz, Girlie Castro.

FindBook

Google Book

Amazon

博客來

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking./
作者:	Delacruz, Girlie Castro.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1170.
Contained By:	Dissertation Abstracts International72-04A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3446784
ISBN:	9781124506289

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking.
Delacruz, Girlie Castro.

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking. - 162 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1170.

Thesis (Ph.D.)--University of California, Los Angeles, 2010.

To investigate whether games may serve as useful formative assessment environments, this study examined, experimentally, the effects of two aspects of formative assessment on math achievement, game play, and help-seeking behaviors: (a) making assessment criteria explicit through the explanation of scoring rules and (b) incentivizing the use of feedback. A short pre-algebra game that targeted the concepts of adding rational numbers and the meaning of a fraction was used. Data were collected from 164 students in 4th to 6th grades at five after-school programs.

ISBN: 9781124506289Subjects--Topical Terms:

1017588
Education, Mathematics.

Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking.
LDR:04391nam 2200325 4500 001 1406017
005 20111213102408.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124506289
035 $a (UMI)AAI3446784
035 $a AAI3446784
040 $a UMI $c UMI
100 1 $a Delacruz, Girlie Castro. $3 1685445
245 1 0 $a Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking.
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: 1170.
500 $a Adviser: Eva Baker.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2010.
520 $a To investigate whether games may serve as useful formative assessment environments, this study examined, experimentally, the effects of two aspects of formative assessment on math achievement, game play, and help-seeking behaviors: (a) making assessment criteria explicit through the explanation of scoring rules and (b) incentivizing the use of feedback. A short pre-algebra game that targeted the concepts of adding rational numbers and the meaning of a fraction was used. Data were collected from 164 students in 4th to 6th grades at five after-school programs.
520 $a Five treatment conditions were employed in the study. A control group played a different math game. Three variations of providing explanation of scoring rules were tested: (a) no scoring information; (b) feedback on when points were earned and lost; and (c) elaborated explanation of the scoring rules made available before the game was played (in the tutorials), as feedback during the game (math elaborated feedback provided after scored events), and in the general help menu. The fifth condition provided both the elaborated explanation of the scoring rules and also offered an incentive to access additional feedback by regaining a portion of points. An assessment that was administered as a pretest and posttest was used to measure math achievement. In-game performance data (e.g., number of correct moves made in the game) were used to measure game performance. The proportion of times feedback was accessed was used to measure help seeking. Background information was also collected to obtain information on relevant variables such as prior math grades on report cards, game experience, and self-efficacy. Finally, students were administered a survey to measure their motivation to play the game.
520 $a Findings indicate that although they accessed feedback less, students who were provided the combined treatment of the elaborated explanation of the scoring rules and offered the incentive to seek additional feedback had higher normalized gain scores (compared to students who received minimal scoring information). This treatment also resulted in better game performance. The combined treatment was more effective for students who reported low game experience, low self-efficacy, low math self-concept, and low preferences for cooperative learning, as well as male students, by increasing scores between pretest to posttest, yielding moderate to large effect sizes. Moreover, for students who reported receiving a "D" in math on their last report card and those with low self-efficacy, the combined treatment of explanation of scoring rules and incentive to seek additional feedback resulted in significantly higher posttest scores, with outcomes of these analyses also yielding large effect sizes. Both a significant interaction between treatment conditions and pretest scores and analyses of subsamples of students suggest that this combined treatment may promote deeper processing of the feedback for lower performing students, especially students with low academic intrinsic motivation. Overall, findings suggest that when designing games for learning, it is important to both make assessment criteria, (in this case, the scoring rules of a game) explicit to a student as well as to find ways to motivate students to use provided feedback through the use of incentives.
590 $a School code: 0031.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Instructional Design. $3 1669073
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology of. $3 1018012
690 $a 0280
690 $a 0447
690 $a 0525
690 $a 0710
710 2 $a University of California, Los Angeles. $3 626622
773 0 $t Dissertation Abstracts International $g 72-04A.
790 1 0 $a Baker, Eva, $e advisor
790 $a 0031
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3446784