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Gamified Assessment Supported by a Dynamic 3D Collaborative Game

Gamified Assessment Supported by a Dynamic 3D Collaborative Game

Apostolos Mavridis, Thrasyvoulos Tsiatsos, Michalis Chatzakis, Konstantinos Kitsikoudis, Efthymios Lazarou
Copyright: © 2019 |Pages: 14
ISBN13: 9781522581796|ISBN10: 1522581790|EISBN13: 9781522581802
DOI: 10.4018/978-1-5225-8179-6.ch020
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MLA

Mavridis, Apostolos, et al. "Gamified Assessment Supported by a Dynamic 3D Collaborative Game." Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 399-412. https://doi.org/10.4018/978-1-5225-8179-6.ch020

APA

Mavridis, A., Tsiatsos, T., Chatzakis, M., Kitsikoudis, K., & Lazarou, E. (2019). Gamified Assessment Supported by a Dynamic 3D Collaborative Game. In I. Management Association (Ed.), Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 399-412). IGI Global. https://doi.org/10.4018/978-1-5225-8179-6.ch020

Chicago

Mavridis, Apostolos, et al. "Gamified Assessment Supported by a Dynamic 3D Collaborative Game." In Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 399-412. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8179-6.ch020

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Abstract

This study examined whether a 3D collaborative gave can be used as a midterm examination method and investigated the impact of this game on students' attitude towards collaboration. A total of 89 students and one coordinating professor participated in this study. The intervention lasted five weeks and took place in a computer science department. The game that was used as a treatment was dynamic and therefore the educator was able to customize its content for the examinations using an administration panel. A mixed method of quantitative and qualitative data collection was used. The results indicated that there was a statistically significant correlation between the performance of the students on the game and their performance on the final paper-based examination. However, there was no statistically significant difference between the attitude of the students towards collaboration before and after the use of the game.

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