A Study On Game Feedback Of Primary School Mathematics Education

There have been many researches on educational game and feedback in the classroom, but it seems less when it comes to the feedback in the educational game. In this paper we focus on three questions. Firstly, do low grade students have visual preference at different feedback position? Secondly, do they pay attention to a particular part (verification part, correct response part and hint part) when different kinds of feedback are provided? Thirdly, is the difference between their eye movement data significant when the feedback can be controlled compared with the experiment condition which the feedback can’t be controlled.This study uses experimental research method mainly and focuses on the degree of their concern to different kinds of feedbacks. There are many kinds of educational games and classification standards, thus we cannot give mature consideration to all aspects. We choose calculation questions as our experiment content as they are representative and easy to experiments. We mainly consider verification feedback, correct response feedback and hint feedback as our experimental variables. We choose second grade primary school students as subjects. We use eye tracking system to research track their eye movements. This study draws area of interests (AOI) depending on different kinds of feedbacks. We mainly select fixation time, fixation count as eye movement indicators. Analysis of single variable mean and the main effect of t-test are our main data analysis method. We come to the conclusion that:1. Low grade students have visual preference at different feedback position. The differences of eye movement of low grade students in primary school are significant when the feedback is provided in different positions (the upper left corner, the upper right corner, the lower right corner, the lower left corner, the central position of the interface, the position nearby the question):They pay more attention to the feedback in the upper left corner and upper right corner of the interface t. The others’fixation time and fixation count are similar. They pay the least attention to the lower left corner.2. The differences of eye movement of low grade students in primary school are significant when different kinds of feedback are provided. We conclude from the results of the experiment that they pay more attention to the verification part, correct response part and hint part. The fixation time and fixation count on the two parts are more and the fixation rate is higher. They pay obviously less attention to the clue part.3. When the feedback can be controlled by the learners, it comes to the similar conclusion.4. When we compare the second experiment with the third one, we find that the difference between their eye movement data is significant. When the feedback can be controlled, the learners pay less attention to the feedback. Their fixation time and fixation on the verification part and correct response part are obviously less than the condition that the feedback can’t be controlled. They almost don’t pay attention to the hint part most of the time.On the basis of the above experimental results, we come to the conclusion that we should design the feedback of educational games according to their concrete study content, the learners’level of achievements and avoid the interference of unrelated factors. We put forward the following suggestions:1. It’s better to put the feedback interface in the central position of the educational games. It should be obvious and easy to identify.2. We should design more attractive feedback to make the learners pay more attention to all the content of the feedback, rather than only the deterministic parts.3. We should make the feedback well-designed. We should give the learners the right to choose, but at the same time make sure that they abuse their right, ignoring the feedback messages which they are not interested in but very important.