The Effects of Game-Based Learning and Anticipation of a Test on the Learning Outcomes of 10th Grade Geology Students
Open accessAbstract
Background:This study examines whether a Role Play Game (RPG) with embedded geological contents and students’ anticipation of an upcoming posttest significantly affect high school students’ achievements of and attitudes toward geology.Material and methods:The participants of the study were comprised of 202 high school students, 103 males and 99 females. The students were divided into 4 groups: 1. RPG group with pre-announced posttest, 2. RPG group with unannounced posttest, 3. No RPG group with pre-announced posttest, and 4. No RPG group with unannounced posttest. A 2x2 MANCOVA was conducted on the posttest scores with students’ pretest scores as the covariates.Results:The results indicated that: (a) there was no statistically significant interaction effect between RPG and anticipation of posttest on students’ learning outcomes; (b) there was no statistically significant main effect for RPG on students’ learning outcomes; however, (c) whether or not students had anticipated an upcoming posttest significantly affected their geological achievements and attitudes.Conclusions:In conclusion, testing has positive effects as a reinforcement to help students both retain their content knowledge and have positive attitudes towards geology.
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The game genre might have played an important role in the effectiveness of digital games on cognitive outcomes as suggested by previous results [47].
“This indicates that the game genre might have played an important role in the effectiveness of digital games on cognitive outcomes as suggested by previous results [47].”
From Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students (2024) · cites this paper as [47]
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- Authors
- Chang, C.-Y., Chen, C.-L. D., & Yeh, T.-K.
- Affiliations
- National Taiwan Normal University (TW)
- Corresponding author
- Chang, Chun-Yen
- Venue
- EURASIA Journal of Mathematics, Science and Technology Education
- Publisher
- Modestum Publishing Ltd
- Published
- 2016-03-20
- Volume
- 12
- Issue
- 5
- ISSN
- 1305-8215 (ISSN-L)
- 1305-8223
- OpenAlex
- W2572045313
- Cited by
- 41
- References
- 26
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 4 · 2023: 6 · 2022: 6 · 2021: 8 · 2020: 6 · 2019: 2 · 2018: 3 · 2017: 3
- FWCI
- 6.24
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Eurasia Journal of Mathematics Science and Technology Education (publishedVersion, cc-by)
- Funders
- National Science Council (MOST 105)
- Ministry of Science and Technology, Taiwan (MOST 105-, NSC102-2511-S003-052-MY3, NSC-102-)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- game-based learning, role-playing games, testing effect, geology education, high school students, learning outcomes, knowledge retention
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