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Testing framework for investigating learning outcome from quiz game : A Study From Macedonia and Norway

机译：研究测验游戏学习结果的测试框架：马其顿和挪威的研究

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This electronic document is a “live” template and already defines the components of your paper [title, text, heads, etc.] The quiz-game Kahoot! is a Norwegian developed quiz game that is used in all countries in the world. At the Inland University of Applied Sciences, Kahoot! has been played in several classes and in different ways. This paper will present research at the elementary level both in Macedonia and in Norway. The research is based on an adapted version of the Education Games Evaluation Framework. The adaption is mainly due to it not being a computer game, but a quiz game. The framework for testing the learning outcome from games is based on factors that influence on students Quality of Experience, while playing the game, game's ease of use, usefulness, educational value of the game, adoption of the game to the curricula, and teachers' opinion concerning using the game in the learning process. The purpose of the educational games evaluation framework guideline is to identify different parameters that influence on qualitative integration of educational games in the classroom and investigate their interconnections. The parameters refer to students' attitudes, opinions and interactions during the game. Game's ease of use is a factor that determines students' motivation for using the game for learning. We also took into account the use of a game for achieving educational goals (not only as an assessment method). In that way we tried to make a correlation between entertainment and educational value of a game. The evaluation guideline provides the way to create questionnaires for educational games evaluation. This evaluation framework guideline was used to evaluate several educational games available on market (e.g., ScottieGo) and prototypes (e,g, ZookKemon Go). For the quiz game the adjustments have been to reduce the number of questions regarding the specific gaming questions and rather add questions that are directed directly towards the quiz game. The pupils at the elementary school have played Kahoot! both in Macedonia and in Norway in order to support the learning outcome from the lectures. The teachers use it as a way of both breaking up the lectures, and to test the pupils. The learning from the quiz game has been discussed. There is an ongoing investigation regarding Kahoot! supporting deep or surface learning. The preliminary results are pointing towards surface learning rather than deep learning. However, the activity of performing a quiz game can have a value in itself. It breaks up the lecture and used as an indicator of what the pupils have learned, it can be perceived as both fun and educational by the pupils. A quiz game can thus be used to boost reflection processes. The pupils will have little time to reflect, but they will still have to recall what they think is the answer. These reflections can also contribute towards the learning outcome. For this paper, we have focused on if the pupils perceive playing the quiz game as fun. We have asked if they have had fun competing, if they have had fun playing it with their class mates, if they are motivated to learn when using the quiz game, if they learn something from the gaming and if they would like to continue playing the quiz game in class. Keeping in mind that these are pupils in elementary school, we suggest that these questions from the quantitative survey would provide us with data that would answer our questions: “do pupils find it fun to play (quiz) games in class?” and “does the gaming contribute to a perceived learning outcome”.
机译：此电子文档是“实时”模板，已经定义了纸张的组件[标题，文本，头等] Quiz-Game Kahoot！是挪威开发的测验游戏，这些游戏在世界各国中使用。在Inland Applications Sciences大学，Kahoot！已经用几个课程和不同的方式播放。本文将在马其顿和挪威的基本级别提出研究。该研究基于适应的教育游戏评估框架版本。适应主要是由于它不是计算机游戏，而是一个测验游戏。从游戏测试学习结果的框架是基于对学生体验质量影响的因素，同时玩游戏，游戏的易用性，博弈的有用，教育价值，将游戏采用课程，以及教师关于在学习过程中使用游戏的意见。教育游戏评估框架指南的目的是确定对教室里教育游戏定性整合的不同参数，并调查他们的互联。参数是指游戏期间学生的态度，意见和互动。游戏的易用性是决定学生使用游戏学习的动机的因素。我们还考虑了使用游戏来实现教育目标（不仅是评估方法）。这样，我们试图在游戏的娱乐和教育价值之间进行相关性。评估指南提供了为教育游戏评估创建问卷的方法。该评估框架指南用于评估市场上的几个教育游戏（例如，Scottiego）和原型（E，G，Zookkemon Go）。对于测验游戏，调整一直在减少关于特定游戏问题的问题的数量，而是添加直接针对测验游戏的问题。小学的学生参加了Kahoot！无论是在马其顿和挪威，都为了支持讲座的学习结果。教师用它作为破坏讲座的一种方式，并测试学生。已经讨论了测验游戏的学习。有关Kahoot的持续调查！支持深层或表面学习。初步结果指向表面学习而不是深度学习。但是，执行测验游戏的活动本身可以具有值。它分解了讲座并用作学生所学到的指标，它可以被学生视为乐趣和教育。因此可以使用测验游戏来提高反射过程。学生将几乎没有时间反映，但他们仍然必须回顾他们认为是答案。这些反思也可以促进学习结果。对于本文，我们专注于如果学生认为Quiz游戏乐趣。我们已经问过他们是否竞争，如果他们玩得很开心，如果他们在使用测验游戏时有动力学习，如果他们从游戏中学到的东西，如果他们想继续玩耍测验游戏在课堂上。请记住，这些都是小学的学生，我们建议这些问题来自定量调查将向我们提供会回答我们的问题的数据：“学生在课堂上玩（测验）游戏是否有趣吗？”并“游戏是有助于感知的学习结果”。

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