Integrate peer assessment into game development activities to deepen student learning¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article proposes embedding peer assessment within student game development as a learning strategy. Students build educational computer games and evaluate peers' games, which the authors found promoted achievement, motivation, problem-solving skills and perceptions of educational games, and which students described as improving "in-depth thinking," "creativity," and "motivation." It is an implementable recipe for game-based learning courses.

Design Implications¶

Context¶

Requirements¶

• A course context in which students develop educational computer games
• A peer assessment mechanism through which students review each other's games

Constraints¶

• Evaluated with sixth graders in an elementary science course

Target Learners¶

• elementary school students

Target Learning Goals¶

• deep learning
• problem-solving skills
• learning motivation

Claims¶

• Students perceive peer assessment-based game development as fostering deep learning in in-depth thinking, creativity and motivation [+W]
• A peer assessment-based game development approach promotes elementary students' learning achievement, learning motivation and problem-solving skills more than conventional game development [+W]
• Peer assessment-based game development improves students' perceptions of the use of educational computer games [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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