Investigating the Dunning-Kruger Effect Among Students within the Contexts of a Narrative-centered Game-based Learning Environment

Abstract

This study investigates the prevalence of Dunning-Kruger effect among students within the contexts of a narrative-centered game-based learning environment. The game-based learning application for microbiology named Crystal Island was used to analyze student's in-game performance and behaviors. This study was participated by randomly selected (N=53) tertiary students of who were enrolled in a non-medical course. Beliefs on self-efficacy were collected through an adopted questionnaire to measure student's self-efficacy on science learning and computer gaming. Interaction logs from Crystal Island were used in the analysis. Our results show that on some aspects of student's self-efficacy measures, students had the tendency to inaccurately predict their actual performance while playing the game learning technology.