Digital Game Building as Assessment: A Study of Secondary Students’ Experience

Authors

  • Qing Li

Abstract

This paper explores the opportunities afforded to secondary students in their mathematics learning through game building as an assessment tool. More specifically: 1). Does the overall experience of game design and building as an assessment tool improve students’ mathematics achievements as demonstrated in their test scores? 2). What emotion prevails among students in the game building process? This study uses mixed methods for collecting data, and focuses on behavioral and cognitive outcomes. A total of 40 secondary students participated in the study either in the treatment or the control group. Data collected included pre- and post-tests, unit tests, and pre- and post-surveys. The results showed that the treatment group experienced significant achievement gains, although there was no difference between the treatment and control groups.

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