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|Title:||Turn your classroom into a gameshow with a game-based student response system||Authors:||Nicolaidou, Iolie||Keywords:||Game and academic performance;Game-based student response systems (GSRS);Higher education;Mobile devices;Student perceptions||Category:||Educational Sciences||Field:||Social Sciences||Issue Date:||Oct-2018||Source:||12th European Conference on Game Based Learning, 2018, 4-5 October, Sophia Antipolis, France||Conference:||12th European Conference on Game Based Learning||Abstract:||In accordance with game-based learning principles, Game-based Student Response Systems (GSRS) can temporarily turn the classroom into a gameshow by allowing students to use mobile devices to answer multiple-choice questions projected on a big screen. Automatically collected learners’ answers are presented anonymously in the form of a histogram, after each question is answered. Previous studies supported that incorporating GSRS in higher education can positively impact student engagement and learning. However, empirical studies evaluating GSRSs are limited and do not typically use reliable measurement tools nor do they associate game performance with academic performance. This study evaluated a GSRS (kahoot!) to examine: a) students' perceptions for the game’s impact on their engagement and learning (measured with a valid and reliable instrument), b) the association between students’ game performance (captured automatically by the GSRS) and academic performance (measured with course-exams) and c) the relationship between students’ perceptions of the game’s impact on their learning and actual learning (measured with course final grades). Participants were 137 undergraduates (Μ=19.56 years-old, SD=1.2) of a public university, who attended four courses and participated to 32 multiplayer Kahoot! games (418 questions) using smart phones. With respect to the first research question, the study documented students’ positive perceptions for the GSRS. Students reported the game’s positive impact on their engagement (M=4.21, max=5, SD=0.55) and learning (M=4.27, SD=0.38). With respect to the second research question, a statistically significant, strong or moderate positive correlation (ranging from r=0.37 to r=0.79, p<0.05) was found between students’ game performance and academic performance in all four courses, indicating that students who score high in classroom games also perform better in courses. With respect to the third research question, students’ perceptions of the game’s impact on their learning positively correlated with course grades (r=0.18, p=0.047), indicating that the higher the students’ perceptions on the impact of the game on their learning the higher their academic performance. Findings are useful for university professors, who would potentially benefit from having students use their mobile devices as student response-systems in course-related games to increase engagement and academic performance. Future research studies can validate these findings using experimental designs.||URI:||http://ktisis.cut.ac.cy/handle/10488/13482||Rights:||© 2018, Dechema e.V. All rights reserved.||Type:||Conference Papers|
|Appears in Collections:||Δημοσιεύσεις σε συνέδρια/Conference papers|
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