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Gamified Assessment Supported by a Dynamic 3D Collaborative Game

Gamified Assessment Supported by a Dynamic 3D Collaborative Game
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Author(s): Apostolos Mavridis (Aristotle University of Thessaloniki, Greece), Thrasyvoulos Tsiatsos (Aristotle University of Thessaloniki, Greece), Michalis Chatzakis (Aristotle University of Thessaloniki, Greece), Konstantinos Kitsikoudis (Aristotle University of Thessaloniki, Greece) and Efthymios Lazarou (Aristotle University of Thessaloniki, Greece)
Copyright: 2019
Pages: 14
Source title: Virtual Reality in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-8179-6.ch020

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Abstract

This study examined whether a 3D collaborative gave can be used as a midterm examination method and investigated the impact of this game on students' attitude towards collaboration. A total of 89 students and one coordinating professor participated in this study. The intervention lasted five weeks and took place in a computer science department. The game that was used as a treatment was dynamic and therefore the educator was able to customize its content for the examinations using an administration panel. A mixed method of quantitative and qualitative data collection was used. The results indicated that there was a statistically significant correlation between the performance of the students on the game and their performance on the final paper-based examination. However, there was no statistically significant difference between the attitude of the students towards collaboration before and after the use of the game.

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