Efficacy of the 4F feedback model: a game-based assessment in university education

De freitas, Sara, Uren, Victoria, Kiili, Kristian, Ninaus, Manuel, Petridis, Panagiotis, Lameras, Petros, Dunwell, Ian, Arnab, Sylvester, Jarvis, Stephen and Star, Kam (2023) Efficacy of the 4F feedback model: a game-based assessment in university education. Information, 14 (2). pp. 1-16. ISSN 2078-2489

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Feedback is a critical aspect of optimised learning design, but there are few, if any, feedback models that map different types of feedback and how they may assist students to increase performance and enhance their learning experience. This research paper outlines a feedback model as an extension of the four-dimensional framework which includes a consideration of the type, the content, the format, and the frequency of feedback, as well as the agent which delivers it. This model is based upon an understanding of learning in the context of designing learning experiences and utilises a game-based model of learning to understand the importance of motivation and autonomy in learners to enhance and accelerate learning. The framework is developed and reflected upon by analysing two cases: a medical triage case in which the timing and frequency of feedback proved critical, and a business simulation which illuminated the need for a range of types of feedback and to be aware of the possibility of different agents (instructor peer and game) that can deliver feedback. The extended model may help game and learning designers alike to discern different types of feedback, both in games and more generally, in more explicit and nuanced ways.

Item Type: Article
Uncontrolled Keywords: feedback, games, 4F model, learning design, agents, feedback frequency, feedback format
Subjects: L Education > L Education (General)
T Technology > T Technology (General)
Divisions: Faculty of Health & Science > Department of Science & Technology
SWORD Depositor: Pub Router
Depositing User: Pub Router
Date Deposited: 15 Feb 2023 12:52
Last Modified: 15 Feb 2023 12:52
URI: https://oars.uos.ac.uk/id/eprint/2989

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