Applying Concept Map to Game-Base Concept Assessment

Chien-Hung Lai, Bin-Shyan Jong, Yen-Teh Hsia, Tsong-Wuu Lin


There have been lots of studies using traditional concept assessment to measure student’s learning achievement. This study adding game elements in concept assessment try to measure student’s learning achievement, and compare this result with traditional concept assessment to see what’s the difference between traditional concept assessment and adding game element in concept assessment.     Traditional concept assessment using SPRT method in multiple-choice to measure student’s concept mastery, our study using the same method and present this method in concept game so that student won’t feel boring and tiring during this assessment. Our study observe each student’s feedback and their concept mastery by using game element to display concept assessment, and analyze is using concept game assessment can shorten student’s test time and improve student learning concept knowledge after assessment, the result shows that when student using concept game assessment they can know their concept mastery immediately by seeing process bar present as their life so the test time will be shorten, and student’s concept knowledge was improved after concept game assessment. Student’s feedback shows that they prefer concept game assessment because they can measure their concept mastery during the concept game assessment; this study shows that adding game element in concept assessment can improve student’s concept mastery and shorten the test time student took.


Concept assessment; concept game assessment;SPRT; concept mastery.

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International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923
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