The Relationship of Online Gaming and Feedback Type in Facilitating Delayed Achievement

Abstract

Instructional gaming has historically been used as a means of rehearsal and motivation. A majority of research in this area has attempted to identify the most effective method of rehearsal that maximizes student achievement and minimizes information loss over a specified time period. A few studies have suggested that instructional gaming environments have the ability to provide corrective feedback and reinforcement of previously taught information. The author is interested in investigating whether or not instructional online and computer gaming and the use of different forms of feedback produce a significant difference in improving delayed retention of different instructional objectives.