Noboru Matsuda, Evelyn Yarzebinski, Victoria Keiser, Rohan Raizada, Gabriel Stylianides, Kenneth R. Koedinger
To study the impact of extrinsic motivational intervention, a competitive Game Show was integrated into an on-line learning environment where students learn algebra equation solving by teaching a synthetic peer learner, called SimStudent. In the Game Show, a pair of SimStudents competed with each other by solving challenging problems to achieve higher ratings. To evaluate the effectiveness of the Game Show in the context of learning by teaching, we conducted a classroom study with 141 students in 7thto 9th grade. The results showed that to facilitate students’ learning, the Game Show setting must be carefully designed so that (1) the Game Show goal and learning goal are aligned, and (2) it fosters a symbiotic scenario in which both winners and losers of the game show learn.
The final publication is available at Springer via https://doi.org/10.1007/978-3-642-30950-2_14.