The Above-average Effect and Its Implications on Feedback Design for Educational Game Systems

Abstract

This study proposes a data-driven feedback mechanism for an educational game system to address the discrepancy arising from the cognitive dissonance between perceived and actual performance on cognitive tasks during learning. By making the dissonance visible, the feedback mechanism enables the students to stay informed of their ongoing performance in comparison with that of their peers, thus motivated to respond with actions correspondingly and constructively.