A peer assessment-based game development approach promotes elementary students' learning achievement, learning motivation and problem-solving skills more than conventional game development¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Sixth graders learning game development with peer assessment showed better learning achievement, learning motivation and problem-solving skills than those learning with the conventional game development approach. → 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

q3 · i? · causal · r?

An experiment in a science course at an elementary school compared an experimental group of 82 sixth graders using the peer assessment-based game development approach with a control group of 85 using the conventional approach. The abstract reports the design; no effect size is printed in the available text.

"A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach."

Discussion¶

Learner Variables¶

Problem Solving — outcome: instruction changes it

Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — the general claim this finding bears on, with the studies behind it
Peer assessment-based game development improves students' perceptions of the use of educational computer games — related
Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation — related

Page metadata

Field	Value
`type`	`claim`
`id`	`peer-assessment-game-development-improves-achievement-motivation-problem-solving`
`title`	`A peer assessment-based game development approach promotes elementary students' learning achievement, learning motivation and problem-solving skills more than conventional game development`
`description`	`A peer assessment-based game development approach promotes elementary students' learning achievement, learning motivation and problem-solving skills more than conventional game development`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2014`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-15`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `hwang-2014`

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