Cramming Versus Spaced Learning Induced by Strategic Design of Game-based Learning Platform

Cramming, which is massing study on the last day before a test/exam, is a common phenomenon in schools. Meanwhile, some students may like to rush through the subjects to finish learning earlier to engage in other leisure activities. Common knowledge is that cramming or massing study at whatever time is not conducive to acquiring knowledge. In contrast, spaced learning, that is, learning in small pieces instead of massing them together, is more effective than cramming or massing study at any time. However, we have not found any previous studies showing how the settings of a digital game-based learning (DGBL) platform would shape students’ learning behaviour to be cramming-like or spacing-like. Hence, a DGBL platform called SQL Challenge Game was devised with differences in the game attempt limit for two classes of students. The results indicated that students free from the game attempt limit engaged in the learning activities in a spasmodic manner, while those subject to the attempt limit learnt from the DGBL platform daily in small pieces. The academic performance from these two classes indicated that those students subject to the attempt limit learnt regularly and performed better in areas covered by the DGBL platform.