Designing a feedback framework to reconnect students with learning in a game-based learning environment

Authors

  • Anupam Makhija Central Queensland University
  • Meena Jha Central Queensland University
  • Deborah Richards Macquarie University
  • Ayse Bilgin Macquarie University

DOI:

https://doi.org/10.14742/apubs.2022.115

Keywords:

feedback, statistics, curiosity, motivation, Game-Based Learning, Psychological Theories

Abstract

Feedback has great potential to benefit students’ learning and skill development. Feedback designed in an effective manner can help improve a student’s current performance by supporting their sense of curiosity and motivation and fostering a deeper engagement in the learning. Game-Based Learning (GBL) environments present an appropriate platform to implement feedback to facilitate progress monitoring and enhance curiosity and motivation. Through carefully designed feedback with the support of psychological theories in such environments, learners can become more immersed and interested in their learning. This allows for creating an environment where a learner feels more connected and empowered in their learning journey. This paper proposes a feedback framework with an understanding of the purpose and varieties of feedback mechanisms that can be presented to the learners at different levels within a digital learning environment through a statistics game to stimulate curiosity and motivation and help achieve the learning goals.

Author Biographies

Meena Jha, Central Queensland University

Dr. Meena Jha
Course Coordinator- ICT
School of Engineering and Technology
Central Queensland University, Sydney, Australia

Deborah Richards, Macquarie University

Professor, School of Computing

Faculty of Science and Engineering

Macquarie University, Sydney, Australia

 

Ayse Bilgin, Macquarie University

Associate Professor

Department of Mathematics and Statistics

Macquarie University, Sydney, Australia

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Published

2022-11-18