The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment

Fu Hsing Tsai, Chin Chung Tsai, Kuen Yi Lin

Research output: Contribution to journalArticle

51 Citations (Scopus)


This study proposed an online learning system for energy education, modifying the typical rules of tic-tac-toe and incorporating multiple choice tests into the game in order to develop a game-based formative assessment tool for an online learning course. In order to explore how different gaming modes and feedback types in this game-based formative assessment affect knowledge acquisition effectiveness and participation perceptions, a tic-tac-toe quiz game (TRIS-Q) with two gaming modes: single-player online game (SOG) and multi-player online game (MOG), and two feedback types: immediate elaborated feedback (IEF) and no immediate elaborated feedback (no IEF), were developed. A 2(SOG vs. MOG) x 2(IEF vs. no IEF) between-subject experiment was also conducted to investigate the effects on 109 ninth-grade students from four junior high school classes. The research findings indicated that different gaming modes of TRIS-Q did not affect the effectiveness of knowledge acquisition; providing IEF for each question answered in the game facilitated the enhancement of both energy knowledge acquisition and student tic-tac-toe ability when comparing it with the no IEF type. Additionally, the different gaming modes and feedback types did not affect participation perceptions.

Original languageEnglish
Pages (from-to)259-269
Number of pages11
JournalComputers and Education
Publication statusPublished - 2015 Feb



  • Formative assessment
  • Game-based assessment
  • Game-based learning
  • Online learning

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

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