Jingnan Campaign© - Using Game-Based Assessment with the Mechanism of Strategy Games for History Teaching: System Development and Learning Evaluation

Game-based assessment applied to history teaching practice is less explored in the previous studies. The purpose of the present study aims to develop a game-based history assessment system and investigate learners´ technology acceptance, flow state, and learning achievement. Twenty-nine college students from northern Taiwan were recruited. The results showed that in terms of the perceived usefulness of technology acceptance model and flow state, the learners had positive feedback. With regard to learning achievement, the learners made a significant progress after using the game-based assessment system. In addition, the present study found that flow state was positively associated with learning achievement and significantly explained the variability of the learning achievement to a certain extent. With respect to gender difference, there was no significant difference in technology acceptance, flow state, and learning achievement, which indicates this game-based assessment system is not unsuitable for learners of both genders.