Share Paper: Towards Game-Based Formative Assessment

  1. Kristian Kiili, Tampere University of Technology, Finland
  2. Antero Lindstedt, Tampere University of Technology, Finland

Abstract: This study sought to improve students’ conceptual rational number knowledge by letting them play a math game with a tablet device. Additionally, the study evaluated the usefulness of in-game metrics and game features that support formative assessment. In the 3-hour intervention study, 52 Finnish fourth and sixth grade students studied conceptual rational number knowledge with a number line based game that included several scaffolding features founded on their playing behaviour. Students benefited significantly from the intervention (d = .64). This finding is consistent with recent numerical cognition research that has suggested that rational numbers should be trained with number lines. ...