The purpose of this study was to ascertain whether or not presentation and testing methods, conducted in traditional and gamified manners, would affect the scores or mastery of information for college students. This study was conducted using a participant pool of 100 students from a public Midwestern university, though 9 were dropped from analyses. An MANOVA was run on the data collected, and while the overall model was not significant, presentation and testing methods were found to affect participants first attempts on a test, as well as the covariate of Cognitive Engagement was found to have an effect on the highest score participants would earn in up to five attempts on a test.
| Identifer | oai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-3422 |
| Date | 01 August 2018 |
| Creators | Franklin, Alan |
| Publisher | OpenSIUC |
| Source Sets | Southern Illinois University Carbondale |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses |
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