H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

This manuscript education-2855783 introduced the H5P-based matching games in Moodle in a structural analysis course as an optional assignment for training graphs of internal forces (GIFs). Although students were aware that their participation in the games would have a positive impact on their grades, they were not informed about how many extra points they would exactly obtain as per their performance on the game. The engagement, motivation and performance of students are analyzed by means of several statistics. Moreover, the effectiveness of the game in knowledge gaining was tested by comparing the students’ performance in the games and in the GIFs exercises of the face-to-face examinations. It was found that students participating in the games showed high motivation and engagement. My overall impression of this paper is that it is in general well-organized. It was a pleasure reviewing this work and I can recommend it for publication in Education Science after a major revision. I respectfully refer the authors to my comments below.

1.       The English needs to be revised throughout. The authors should pay attention to the spelling and grammar throughout this work. I would only respectfully recommend that the authors perform this revision or seek the help of someone who can aid the authors.

2.       (Reference) Please adjust the style of all the references to meet the Education Science journal.

3.       (Section 2 Background) The reviewer suggests authors don't list a lot of related tasks directly. It is better to select some representative and related literature or models to introduce with certain logic. For example, the latter model is an improvement on one aspect of the former model.

4.       (Page 6, Figs. 3-6) Experimental pictures or tables should be described and the results should be analyzed in the picture description so that readers can clearly know the meaning without looking at the body.

5.       (Page 3, Section 2.3 Deep Learning) The original statement is revised as “have been proved to be very effective in consolidating knowledge even in adverse situations [1-2].” ([1] "NGDNet: Nonuniform Gaussian-label distribution learning for infrared head pose estimation and on-task behavior understanding in the classroom," Neurocomputing, vol. 436, pp. 210-220, 2021. [2] "Understanding Learner Continuance Intention: A Comparison of Live Video Learning, Pre-Recorded Video Learning and Hybrid Video Learning in COVID-19 Pandemic," International Journal of Human–Computer Interaction, vol. 38, pp. 263-281, 2022.)

6.       The authors are suggested to add some experiments with the methods proposed in other literatures, then compare these results with yours, rather than just comparing the methods proposed by yourself on different models. Such as “"Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care," Interactive Learning Environments, vol. 125, pp. 1-20, 2023.”

7.       (Figure 1) The reviewer suggests to add some experiments to discuss how to select the best value of the parameter in the proposed Power Data Anomaly Detection model.

 

My overall impression of this manuscript is that it is in general well-organized. The work seems interesting and the technical contributions are solid. I would like to check the revised manuscript again.

Comments on the Quality of English Language

The English needs to be revised throughout. The authors should pay attention to the spelling and grammar throughout this work. I would only respectfully recommend that the authors perform this revision or seek the help of someone who can aid the authors.

Author Response

Please, see attachment.

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

The paper focuses on the integration of gamification strategies, specifically using H5P-based interactive activities, in the structural analysis training of undergraduate architecture students. The study aims to improve students' understanding and learning of graphs of internal forces (GIFs), which are representations of stresses on structural elements.

The research involves the development of an H5P-based matching game for architecture students, analyzing their engagement, motivation, and performance in playing the game. The study explores the correlation between students' scores in the H5P games and their performance in exams, specifically in graph-related questions.

The results suggest variations in students' engagement levels and motivation throughout different game levels. The paper discusses the effectiveness of the game in supporting students' learning, highlights the importance of carefully designing game-based teaching strategies, and suggests areas for further research. The study emphasizes the potential of interactive and engaging learning methods, such as educational games, to enhance students' motivation and understanding of complex subjects in architecture education.

Here are some potential areas for improvement in the paper:
1. While the paper mentions the importance of interactive and engaging learning methods, there could be a more explicit connection to existing literature or theoretical frameworks in education research. Providing context from related studies could strengthen the theoretical foundation.

2.The section on materials and methods could provide more detailed information about the specific design of the H5P-based matching game, the criteria for selecting participants, and any controls implemented in the study.

3. The paper could explicitly address ethical considerations related to participant consent, confidentiality, and any potential impact on participants. This is important for transparency and adherence to ethical standards.

4. Provide details on the statistical methods used for data analysis would enhance transparency and allow readers to better evaluate the validity of the study's conclusions.

5. The conclusion might benefit from a concise recapitulation of key findings and their implications. This can help readers better understand the significance of the study.

6. While the language quality is generally good, there are instances where certain phrases could be refined for better readability and coherence. For example

Original: "This indicates that the students’ engagement is varied: some students tried a few games, some others find the games somewhat appealing, and some others were highly involved."

Refinement: "This suggests a diverse range of student engagement levels: while some attempted only a few games, others found the games moderately appealing, and a subset demonstrated high involvement."

Author Response

Please, see attachment

Author Response File: Author Response.pdf

Reviewer 3 Report

Comments and Suggestions for Authors

The paper presents an interesting topic and methodology to use H5P at undergraduate level.

My only concern is related to the maximum mark students can get by doing these activities, as I cannot clearly understand it. How many points (out of 10), do these activities represented in the overall mark? Could you please clarify this? Also, I believe it is interesting to know how the subject is evaluated, to better understand the applicability of these H5P activities. I

Together with this, why do you decide not to inform the students about the increase in the mark they could have by doing the activities? 

Comments on the Quality of English Language

English can slightly be improved. 

Author Response

Please, see attachment

Author Response File: Author Response.pdf

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

The revised manuscript is improved compared to the former version. My previous comments are well addressed, and the presentation is improved significantly. The composition pattern and some other ideas are well elaborated, making them clearer. Overall, I tend to accept this manuscript.