Extrinsically Integrated Instructional Quizzes in Learning Games: An Educational Disaster or Not?
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F21%3A00549449" target="_blank" >RIV/68081740:_____/21:00549449 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11320/21:10435490 RIV/00216208:11410/21:10435490
Result on the web
<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2021.678380/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2021.678380/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/fpsyg.2021.678380" target="_blank" >10.3389/fpsyg.2021.678380</a>
Alternative languages
Result language
angličtina
Original language name
Extrinsically Integrated Instructional Quizzes in Learning Games: An Educational Disaster or Not?
Original language description
Instructional quizzes are frequently used in educational games. When they present correct answers after learners have responded, these quizzes can be used on their own for teaching new factual and conceptual knowledge (no additional learning materials are needed). In games, these quizzes are often unrelated to gameplay: gameplay can be viewed as a reward for answering quiz questions. This has been criticized in game-based learning literature as a 'chocolate-covered-broccoli' approach. However, is it really a bad approach? Theories offer conflicting predictions concerning the instructional efficiency of in-game quizzes relative to bare quizzes (i.e., not embedded in games) and empirical literature is lacking. Here, we present a within-subject design study (N = 69), in which 10-12-year-olds learn from both an in-game quiz and a bare quiz and undergo immediate and 2-3 weeks delayed post-test on the quiz questions. A modest difference in learning outcomes favoring the bare quiz was found in the immediate post-tests (d = 0.46), but not in the 2-3 weeks delayed post-tests (d = 0.09). Children enjoyed the game more than the bare quiz (d(z) = 0.65) and 59 preferred the game in the free-choice period. The findings suggest that both a bare quiz and a quiz within a game have their place at the table for useful educational interventions: the bare quiz should be preferred in schooling contexts, whereas, the game in leisure time situations as a voluntary activity. In the latter case, it should be considered how the game and the quiz are integrated.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
<a href="/en/project/GA19-02532S" target="_blank" >GA19-02532S: EduGames4K: Designing educational games for kids</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Frontiers in Psychology
ISSN
1664-1078
e-ISSN
1664-1078
Volume of the periodical
12
Issue of the periodical within the volume
srpen
Country of publishing house
CH - SWITZERLAND
Number of pages
8
Pages from-to
678380
UT code for WoS article
000692806400001
EID of the result in the Scopus database
2-s2.0-85114374875