The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning

To provide more useful feedback strategies in DGBL, this study investigated the effects of dynamic feedback (feedback contents adjusted to game task difficulty) and static feedback (the same feedback contents for all tasks) on students' learning by using an educational programming game with easy to difficult game tasks. In addition, a lag sequence analysis was used to analyze the behavior patterns of learners. A sample of 105 university students were randomly assigned to four feedback treatment conditions. The results showed that dynamic feedback, with feedback contents appropriately adjusted to the task difficulty levels (i.e., simple hints after easy game tasks and detailed explanations after difficult game tasks), were more effective in enhancing students' learning achievement and gaming engagement. Furthermore, we also found that providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement. The implications of findings and future research directions are discussed.

Automated summary

This study investigated the effects of dynamic feedback and static feedback on students' learning using an educational programming game. The results showed that dynamic feedback, adjusted to the task difficulty levels, was more effective in enhancing students' learning achievement and gaming engagement. Furthermore, providing detailed explanations after both easy and difficult game tasks led to a decrease in learners' engagement.