Delacruz, G. C. (2012, March). Impact of incentives on the use of feedback in educational videogames (CRESST Report 813). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Delacruz examines the impact of incentives on the use of feedback in a pre-algebra videogame. Participants included 4th- 6th grade students (N = 112). Specifically Delacruz compared students in three randomly assigned conditions: minimal scoring information provided; explanation of scoring rules & feedback; explanation of scoring rules, feedback, and rewards for help-seeing. The author found that students in the group with explanations, feedback, and incentives showed significantly higher math achievement when compared to students in the minimal information group. Furthermore, students with low academic intrinsic motivation showed the strongest effects. Delacruz concludes with practical implications.
Action for Learning, Formative Assessment