Reports
Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
#796 – Games as Formative Assessment Environments: Examining the Impact of Explanations of Scoring and Incentives on Math Learning, Game Performance, and Help Seeking
Girlie C. Delacruz
Girlie C. Delacruz
CRESST Report 796, June 2011 
Summary
Summary
Due to their motivational nature, there is growing interest in the potential
of games to help teach academic content and skills. This report examines how
different levels of detail about a game's scoring rules affect math learning
and performance. Using random assignment, the author collected data from 164
students in the fourth to sixth grades. The treatment conditions included a
control group (played a different math game); three variations of scoring
explanations (elaborated, minimal, and no scoring information); and combined
elaborated scoring explanation with incentives to access additional
feedback.
The scoring explanation alone did not lead to better math learning. However, compared to the minimal-to-no scoring information variations, the combined treatment of the elaborated scoring explanation and incentive resulted in higher scores. The author discusses implications for learning games in mathematics.
The scoring explanation alone did not lead to better math learning. However, compared to the minimal-to-no scoring information variations, the combined treatment of the elaborated scoring explanation and incentive resulted in higher scores. The author discusses implications for learning games in mathematics.
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