Gamified Assessment Supported by a Dynamic 3D Collaborative Game

• Published in: International journal of game-based learning Vol. 5; no. 2; pp. 39 - 54
• Main Authors: Mavridis, Apostolos, Tsiatsos, Thrasyvoulos, Chatzakis, Michalis, Kitsikoudis, Konstantinos, Lazarou, Efthymios
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.04.2015
• Subjects: Assessments; Blended Learning; College Students; Computer Assisted Testing; Computer Games; Computer Science Education; Computer Simulation; Computer Uses in Education; Cooperative Learning; Correlation; Customizing; Dynamic tests; Dynamics; Educational Benefits; Educational Games; Educational research; Games; Gamification; Gender Differences; Human-computer interaction; Intervention; Learner Engagement; Learning; Methods; Mixed Methods Research; Statistical Significance; Student Attitudes; Student evaluation; Students; Technology application; Three dimensional
• ISSN: 2155-6849; 2155-6857
• DOI: 10.4018/ijgbl.2015040103

This study examined whether a 3D collaborative gave can be used as a midterm examination method and investigated the impact of this game on students' attitude towards collaboration. A total of 89 students and one coordinating professor participated in this study. The intervention lasted five weeks and took place in a computer science department. The game that was used as a treatment was dynamic and therefore the educator was able to customize its content for the examinations using an administration panel. A mixed method of quantitative and qualitative data collection was used. The results indicated that there was a statistically significant correlation between the performance of the students on the game and their performance on the final paper-based examination. However, there was no statistically significant difference between the attitude of the students towards collaboration before and after the use of the game.