Testing framework for investigating learning outcome from quiz game: a study from Macedonia and Norway
Date Issued
2018-04-26
Author(s)
Videnovik, Maja
Kiønig, Linda
Vold, Tone
Trajkovik, Vladimir
Abstract
This electronic document is a “live” template and
already defines the components of your paper [title, text, heads,
etc.] The quiz-game Kahoot! is a Norwegian developed quiz game
that is used in all countries in the world. At the Inland University of
Applied Sciences, Kahoot! has been played in several classes and in
different ways. This paper will present research at the elementary
level both in Macedonia and in Norway. The research is based on an
adapted version of the Education Games Evaluation Framework.
The adaption is mainly due to it not being a computer game, but a
quiz game.
The framework for testing the learning outcome from games is
based on factors that influence on students Quality of Experience,
while playing the game, game’s ease of use, usefulness, educational
value of the game, adoption of the game to the curricula, and
teachers’ opinion concerning using the game in the learning process.
The purpose of the educational games evaluation framework
guideline is to identify different parameters that influence on
qualitative integration of educational games in the classroom and
investigate their interconnections. The parameters refer to students'
attitudes, opinions and interactions during the game. Game's ease of
use is a factor that determines students’ motivation for using the
game for learning. We also took into account the use of a game for
achieving educational goals (not only as an assessment method). In
that way we tried to make a correlation between entertainment and
educational value of a game. The evaluation guideline provides the
way to create questionnaires for educational games evaluation. This
evaluation framework guideline was used to evaluate several
educational games available on market (e.g. ScottieGo) and
prototypes (e,g, ZookKemon Go).
For the quiz game the adjustments have been to reduce the
number of questions regarding the specific gaming questions and
rather add questions that are directed directly towards the quiz game.
The pupils at the elementary school have played Kahoot! both in
Macedonia and in Norway in order to support the learning outcome
from the lectures. The teachers use it as a way of both breaking up
the lectures, and to test the pupils.
The learning from the quiz game has been discussed. There is an
ongoing investigation regarding Kahoot! supporting deep or surface
learning. The preliminary results are pointing towards surface
learning rather than deep learning. However, the activity of
performing a quiz game can have a value in itself. It breaks up the
lecture and used as an indicator of what the pupils have learned, it
can be perceived as both fun and educational by the pupils.
A quiz game can thus be used to boost reflection processes. The
pupils will have little time to reflect, but they will still have to recall
what they think is the answer. These reflections can also contribute
towards the learning outcome.
For this paper, we have focused on if the pupils perceive playing
the quiz game as fun. We have asked if they have had fun competing,
if they have had fun playing it with their class mates, if they are
motivated to learn when using the quiz game, if they learn something
from the gaming and if they would like to continue playing the quiz
game in class. Keeping in mind that these are pupils in elementary
school, we suggest that these questions from the quantitative survey
would provide us with data that would answer our questions: “do
pupils find it fun to play (quiz) games in class?” and “does the
gaming contribute to a perceived learning outcome”.
already defines the components of your paper [title, text, heads,
etc.] The quiz-game Kahoot! is a Norwegian developed quiz game
that is used in all countries in the world. At the Inland University of
Applied Sciences, Kahoot! has been played in several classes and in
different ways. This paper will present research at the elementary
level both in Macedonia and in Norway. The research is based on an
adapted version of the Education Games Evaluation Framework.
The adaption is mainly due to it not being a computer game, but a
quiz game.
The framework for testing the learning outcome from games is
based on factors that influence on students Quality of Experience,
while playing the game, game’s ease of use, usefulness, educational
value of the game, adoption of the game to the curricula, and
teachers’ opinion concerning using the game in the learning process.
The purpose of the educational games evaluation framework
guideline is to identify different parameters that influence on
qualitative integration of educational games in the classroom and
investigate their interconnections. The parameters refer to students'
attitudes, opinions and interactions during the game. Game's ease of
use is a factor that determines students’ motivation for using the
game for learning. We also took into account the use of a game for
achieving educational goals (not only as an assessment method). In
that way we tried to make a correlation between entertainment and
educational value of a game. The evaluation guideline provides the
way to create questionnaires for educational games evaluation. This
evaluation framework guideline was used to evaluate several
educational games available on market (e.g. ScottieGo) and
prototypes (e,g, ZookKemon Go).
For the quiz game the adjustments have been to reduce the
number of questions regarding the specific gaming questions and
rather add questions that are directed directly towards the quiz game.
The pupils at the elementary school have played Kahoot! both in
Macedonia and in Norway in order to support the learning outcome
from the lectures. The teachers use it as a way of both breaking up
the lectures, and to test the pupils.
The learning from the quiz game has been discussed. There is an
ongoing investigation regarding Kahoot! supporting deep or surface
learning. The preliminary results are pointing towards surface
learning rather than deep learning. However, the activity of
performing a quiz game can have a value in itself. It breaks up the
lecture and used as an indicator of what the pupils have learned, it
can be perceived as both fun and educational by the pupils.
A quiz game can thus be used to boost reflection processes. The
pupils will have little time to reflect, but they will still have to recall
what they think is the answer. These reflections can also contribute
towards the learning outcome.
For this paper, we have focused on if the pupils perceive playing
the quiz game as fun. We have asked if they have had fun competing,
if they have had fun playing it with their class mates, if they are
motivated to learn when using the quiz game, if they learn something
from the gaming and if they would like to continue playing the quiz
game in class. Keeping in mind that these are pupils in elementary
school, we suggest that these questions from the quantitative survey
would provide us with data that would answer our questions: “do
pupils find it fun to play (quiz) games in class?” and “does the
gaming contribute to a perceived learning outcome”.
Subjects
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