Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach.
Background: The potential of adaptive feedback in digital educational games remains largely unexplored. Fractions are a suitable topic for investigating the effectiveness of adaptive feedback, as the complexity of this domain highlights the need for adequate feedback. Objectives: This study examines...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 15 |
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| Autores principales: | , , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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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=188234202&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234202 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234202 188234202 188234202 10.1111/jcal.70104 188234202 ppf: 1 ppct: 14 formats: tig: atl: Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach. aug: au: Demedts, Febe Said‐Metwaly, Sameh Kiili, Kristian Ninaus, Manuel Lindstedt, Antero Reynvoet, Bert Sasanguie, Delphine Depaepe, Fien affil: Faculty of Psychology and Educational Sciences, Centre for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium sug: subj: Mathematics Education Computer-Assisted Instruction Games Feedback Learning Methods Outcomes of Education Belgium Academic Performance Human Randomized Controlled Trials Random Assignment Students, Elementary Item Analysis Digital Technology Learning Environment Child Belgium Descriptive Statistics Chi Square Test Analysis of Variance Male Female Pretest-Posttest Design Student Knowledge Data Analysis Software Post Hoc Analysis Funding Source Child: 6-12 years Male Female ab: Background: The potential of adaptive feedback in digital educational games remains largely unexplored. Fractions are a suitable topic for investigating the effectiveness of adaptive feedback, as the complexity of this domain highlights the need for adequate feedback. Objectives: This study examines the effectiveness of explanatory adaptive feedback in a digital educational game to address two particular misconceptions regarding fractions (i.e., Natural Number Bias and Unit of Reference). Methods: A total of 197 4th graders were randomly assigned to two different conditions, each playing a different version of a digital educational game: one with corrective feedback and one with explanatory adaptive feedback. During gameplay, we collected log data of students' item‐wise correctness and misconception errors. Results: Explanatory item response analyses indicated that correctness improved in both game versions, with a more pronounced increase for the game with explanatory adaptive feedback compared to the game with corrective feedback. However, no decrease in misconception errors was observed in either game version. Moreover, neither the type of misconception nor students' prior fraction knowledge were moderating factors. These results suggest that adaptive feedback can support students in learning fractions; however, to reduce misconception errors concrete feedback should be optimised. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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