Reports
Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
Rebecca E. Buschang, Deirdre Kerr and Gregory K.W.K. Chung
Summary
Appropriately designed technology-based learning environments such as video games can be used to give immediate and individualized feedback to students. However, little is known about the design and use of feedback in instructional video games. This study investigated how feedback used in a mathematics video game about fractions impacted student actions in the game. Results indicated the type of feedback did not significantly affect student actions. Process data were also analyzed to identify specific student errors as well as opportunities to provide feedback for future versions of the game. Results of this study suggest that process data are a unique feature of technology-based learning environments that can be used to analyze errors and create targeted feedback for students.
