[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597575-105":59,"doc-detail-597575-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","homemade-powerpoint-games-question-writing-game-design","homemade PowerPoint games - question writing, game design","","The document examines homemade PowerPoint games as an instructional strategy and assesses their effect on learning outcomes. Test data show no significant performance difference between high school chemistry students who created games and those who did not. Researchers analyze thousands of student-written questions using Bloom’s taxonomy, finding that students mainly produce recall questions and repeated game creators do not necessarily write more questions. The review discusses low-tech design using templates, outlines philosophical justifications, and suggests changes to question-writing may be needed to improve achievement.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/homemade-powerpoint-games-question-writing-game-design/597575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/homemade-powerpoint-games-question-writing-game-design/597575.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Do homemade PowerPoint games improve student performance compared with traditional instruction?","Question",{"text":112,"@type":113},"Studies cited report no significant assessment performance difference between students who created games and those who did not, when compared to more traditional methods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of questions do students write when designing homemade PowerPoint games?",{"text":117,"@type":113},"Across analyzed questions using Bloom’s taxonomy, students primarily wrote recall-level questions rather than higher-order questions.",{"name":119,"@type":110,"acceptedAnswer":120},"Does creating games more than once lead to more or higher-order questions?",{"text":121,"@type":113},"Students who created games on two occasions did not write more questions than students who created games only once, suggesting limited improvement in question quantity.",{"name":123,"@type":110,"acceptedAnswer":124},"Why are homemade PowerPoint games considered a useful instructional approach?",{"text":125,"@type":113},"The document cites philosophical justifications such as constructionist pedagogy, writing across the curriculum, and student-generated questioning strategies, while also evaluating whether these aims translate into measurable learning gains.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597575,1792895853,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| 􀀍􀀛􀀘 􀀙􀀓 -3&+' | 􀀎􀀖􀀚􀀞􀀓􀀜$􀀕􀀖 􀀓􀀜 ,*+- |\n| --- | --- |\n\n􀀂􀀒􀀋 􀀇􀀍􀀋􀀕 􀀃􀀏􀀎􀀐􀀉􀀎􀀑􀀌 􀀓􀀍􀀋 􀀄􀀕􀀒􀀈􀀐􀀎􀀊􀀖 􀀅􀀈􀀓􀀎􀀑􀀌 􀀆􀀓􀀔􀀊􀀋􀀑􀀓 \" 􀀂􀀆􀀈􀀆􀀊􀀄􀀌􀀆􀀅 􀀃􀀍􀀆􀀋􀀌􀀇􀀉􀀈􀀋 􀀇􀀈 􀀄􀀃􀀅􀀋􀀇 􀀂􀀇􀀏􀀉􀀈􀀌 􀀄􀀎􀀍􀀊􀀇􀀆􀀐  \n􀀁􀀅􀀂􀀃􀀄 􀀁􀀂􀀃 \" 􀀂􀀃􀀄 􀀃􀀁 􀀆􀀈􀀇􀀁􀀅􀀄􀀂􀀃􀀉 􀀂􀀏􀀂􀀆􀀎􀀂􀀍􀀅􀀈􀀇 􀀃􀀄􀀌 􀀊􀀎􀀄􀀌􀀍􀀅􀀈􀀇􀀌 􀀉􀀋􀀈􀀃􀀎􀀅􀀍􀀄􀀌 􀀉􀀂􀀋 􀀆􀀄􀀌􀀅􀀉􀀊􀀃􀀆􀀂􀀇􀀉􀀈 􀀃􀀂􀀇􀀈 􀀊􀀇 􀀉􀀊􀀈􀀆􀀄􀀋 􀀃􀀄 􀀂􀀈􀀇􀀂􀀄􀀉􀀋􀀅􀀈􀀇 􀀃􀀄 􀀆􀀄􀀌􀀍  \n􀀂􀀅􀀋􀀊􀀉 􀀃􀀅􀀌􀀈 􀀄􀀆􀀇􀀊􀀑 􀀂􀀌􀀆􀀋􀀇 􀀅􀀆􀀊􀀊􀀈􀀐 􀀃􀀎􀀆􀀎􀀈 􀀄􀀋􀀉􀀏􀀈􀀌􀀍􀀉􀀎􀀐  \n􀀁􀀃􀀆􀀇􀀅􀀂􀀄􀀇  \nResearchers have examined the use of homemade PowerPoint games as an instructional technique to improve learning outcomes. However, test data have shown no significant difference in performance between high school chemistry students who created games and students who did not (Siko, Barbour, & Toker, 2011) . One of the justifications for the use of the games is that students will, with practice, write higher-order questions when constructing the games. Two subject matter experts rated over 2,500 questions from games created by students inan environmental chemistry class through thematic analysis using Bloom’s taxonomy as a coding scheme. The students wrote primarily recall questions, and students who created games on two occasions did not write more questions than students who only created games once. This suggests that changes to the question-writing aspect of the game project may be necessary in order to see improvements in achievement when compared to control groups.  \n􀀆􀀏 􀀞􀀗􀀙􀀎􀀚! constructionism, homemade PowerPoint games, question writing, game design  \n􀀁􀀃􀀅􀀆􀀄􀀃  \nLes chercheurs ont étudié l’usage de jeux PowerPoint maison en tant que technique pédagogique visant à améliorer les résultats d'apprentissage. Les données des tests n'ont toutefois révélé aucune différence significative quant au niveau de performance des étudiants du secondaire en chimie ayant créé des jeux et celui des étudiants n’en ayant pas conçus (Siko, Barbour, et Toker, 2011). L’utilisation des jeux est notamment justifiée par l’idée que, pratique aidant, les étudiants écrivent des questions plus complexes lorsqu’ils élaborent des jeux. Au moyen d’une analyse thématique utilisant la taxonomie de Bloom comme système de codification, deux experts chimistes ont évalué plus de 2500 questions provenant de jeux conçus par des étudiants d’une classe de chimie environnementale. Les étudiants ont rédigé principalement des questions faisant appel à la mémoire, et les étudiants ayant créé des jeux à deux reprises n’ont pas produit  \n􀀃􀀆􀀇􀀌$􀀊􀀃􀀂􀀌 􀀍􀀛􀀘\\# -3&+'  \ndavantage de questions que ceux qui en étaient à leur première expérience de création de jeux. Il appert que des changements à la rédaction des questions sont requis au projet de jeux pour pouvoir améliorer la performance par rapport aux groupes témoins.  \n􀀈􀀗􀀛􀀚\"􀀍􀀔􀀐􀀚! constructionnisme, jeu PowerPoint maison, élaboration de questions, conception de jeux  \n􀀁􀀅􀀈􀀇􀀆􀀃􀀉􀀂􀀈􀀄􀀆􀀅  \nDesigning games can be a difficult endeavor, and designing educational games has the added layer of including educational objectives in the design (Hirumi, Appelman, Rieber, & Van Eck, 2010). In order for a game to be considered good, it should have an enticing storyline and keep the player motivated by providing the appropriate amount of difficulty (Rieber, Barbour, Thomas, & Rauscher, 2008). Adding to the complexity of using game design as an instructional tool is the programming software itself. Teachers are faced with not only teaching content but teaching computer science as well (Barbour, Thomas, Rauscher, & Rieber, 2010) . However, there are several “low-tech” ways to have students design games using more common computer applications such as Microsoft PowerPoint. One line of inquiry into low-tech game design is homemade PowerPoint games from a template.  \nResearchers examining the use homemade PowerPoint games as an instructional strategy have listed three philosophical justifications for their use: constructionist pedagogy, writing across the curriculum, and student-generated questioning strategies (Barbour, Rieber, Thomas, & Rauscher, 2009) . However, the use of homemade PowerPoint games has not been shown to increase perfor","cbCaissWMB8lWqED","https://ap.wps.com/l/cbCaissWMB8lWqED","pdf",372989,14,"English","# Instructional effectiveness of homemade PowerPoint games\n## Evidence on student performance and assessment results\n## Question-writing analysis with Bloom’s taxonomy\n# Design considerations for educational games\n## Low-tech approaches using PowerPoint templates\n## Philosophical justifications for game-based inquiry\n# Project overview and classroom implementation\n## Template-based structure and objectives","[{\"question\":\"Do homemade PowerPoint games improve student performance compared with traditional instruction?\",\"answer\":\"Studies cited report no significant assessment performance difference between students who created games and those who did not, when compared to more traditional methods.\"},{\"question\":\"What kinds of questions do students write when designing homemade PowerPoint games?\",\"answer\":\"Across analyzed questions using Bloom’s taxonomy, students primarily wrote recall-level questions rather than higher-order questions.\"},{\"question\":\"Does creating games more than once lead to more or higher-order questions?\",\"answer\":\"Students who created games on two occasions did not write more questions than students who created games only once, suggesting limited improvement in question quantity.\"},{\"question\":\"Why are homemade PowerPoint games considered a useful instructional approach?\",\"answer\":\"The document cites philosophical justifications such as constructionist pedagogy, writing across the curriculum, and student-generated questioning strategies, while also evaluating whether these aims translate into measurable learning gains.\"}]","homemade PowerPoint games - question writing, game design | PDF",1792085270,35]