Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most students reported in open-ended questions that peer assessment-based game development helped improve their deep learning in terms of in-depth thinking, creativity and motivation. → Hwang 2014

Evidence¶

Hwang 2014¶

Hwang, GJ., Hung, CM. & Chen, NS. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-013-9320-7

q2 · i? · causal · r?

Analysis of open-ended question responses from the experiment found that "most of the students perceived peer assessment-based game development as an effective learning strategy" supporting deep learning. This is self-reported perception data, not a tested effect size.

"it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of "in-depth thinking," "creativity," and "motivation.""

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

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