Peer assessment-based game development improves students' perceptions of the use of educational computer games¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students learning with the peer assessment-based game development approach showed more favorable perceptions of the use of educational computer games than the comparison condition. → 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?

The experiment's empirical results, as summarized in the abstract, indicate the peer assessment-based approach promoted achievement, motivation, problem-solving skills and "their perceptions of the use of educational computer games." No effect size is printed in the available text.

"From the empirical results, it was found that the proposed approach could effectively promote students' learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games."

Discussion¶

Related Claims¶

• Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation — related
• A peer assessment-based game development approach promotes elementary students' learning achievement, learning motivation and problem-solving skills more than conventional game development — related