Game-based assessment: investigating the impact on test anxiety and exam performance.
The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 2; pp. 137 - 151 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121570537&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121570537 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2017 vid: 33 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 121570537 121570537 121570537 10.1111/jcal.12170 121570537 ppf: 137 ppct: 14 formats: tig: atl: Game-based assessment: investigating the impact on test anxiety and exam performance. aug: au: Mavridis, A. Tsiatsos, T. affil: Multimedia Laboratory, Informatics Department, Aristotle University of Thessaloniki, Greece sug: subj: Recreation Educational Measurement Video Games Anticipatory Anxiety Students Human Interviews Quantitative Studies Male Female Adult Middle Age Summated Rating Scaling Data Analysis Software Paired T-Tests Pearson's Correlation Coefficient Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined using game-based assessment and traditional assessment in a 2 × 2 cross-over design. The game was flexible, providing the instructor with the opportunity to import and edit exam questions and modify several aspects via an administration panel. Following the collection and analysis of both quantitative and interview data, it was revealed that the students' test anxiety was reduced during the game-based assessment. Furthermore, the exam performance of the students was significantly better when the game method was used. The results showed that there is a linear negative relationship between the students' test anxiety and exam performance as well as that these variables are correlated in a causal way. Overall, this study provides evidence that game-based assessment could be potentially beneficial for students. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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