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Open AccessArticle

Techniques to Motivate Learner Improvement in Game-Based Assessment

Department of Computer Engineering and Informatics, University of Patras, 26504 Rio Campus, Greece
Department of Management Science and Technology, University of Patras, Megalou Alexandrou 1, 26334 Koukouli, Greece
Author to whom correspondence should be addressed.
Information 2020, 11(4), 176;
Received: 27 February 2020 / Revised: 22 March 2020 / Accepted: 23 March 2020 / Published: 25 March 2020
(This article belongs to the Special Issue Advances in Mobile Gaming and Games-based Leaning)
Learner motivation to self-improve is a crucial effectiveness factor in all modes and settings of learning. Game-based learning was long used for attracting and maintaining students’ interest especially in small ages, deploying means such as scoring, timing, scores of peers (i.e., hall of fame), etc. These techniques can provide recognition for high-scoring players, while also developing a sense of safe “distance” in the impersonal electronic environment for low-scoring players. In addition, constructive feedback on mistakes a player makes can contribute to avoiding similar mistakes in the future, thus achieving better performance in the game, while constructing valuable new knowledge when a knowledge gap is detected. This paper investigates an integrated approach to designing, implementing, and using an adaptive game for assessing and gradually improving multiplication skills. Student motivation is fostered by incorporating the Open Learner Model approach, which exposes part of the underlying user model to the students in a graphically simplified manner that is easily perceivable and offers a clear picture of student performance. In addition, the Open Learner Model is expanded with visualizations of social comparison information, where students can access the progress of anonymous peers and summative class scores for improving self-reflection and fostering self-regulated learning. This paper also presents the feedback received by the preliminary testing of the game and discusses the effect of assessing multiplication skills of primary school pupils using the adaptive game-based approach on increasing pupil motivation to self-improve. View Full-Text
Keywords: learner motivation; gamification; adaptive educational game; self-regulated learning; open social learner model learner motivation; gamification; adaptive educational game; self-regulated learning; open social learner model
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Leonardou, A.; Rigou, M.; Garofalakis, J. Techniques to Motivate Learner Improvement in Game-Based Assessment. Information 2020, 11, 176.

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