Assessment in and of serious games: an overview
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TLDR
This paper first reviews related literature regarding the educational effectiveness of serious games, then discusses how to assess the learning impact, and suggests two major directions for future research: characterization of the player's activity and better integration of assessment in games.Abstract:
There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach--based on established principles and guidelines--is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player's activity and better integration of assessment in games.read more
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Mapping learning and game mechanics for serious games analysis
Sylvester Arnab,Theodore Lim,Maira B. Carvalho,Francesco Bellotti,Sara de Freitas,Sandy Louchart,Neil Suttie,Riccardo Berta,Alessandro De Gloria +8 more
TL;DR: The Learning Mechanics–Game Mechanics (LM-GM) model is proposed, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG.
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The effect of games and simulations on higher education: a systematic literature review
TL;DR: The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives, and results indicate that games and/or simulations have a positive impact on learning goals.
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Assessing the effectiveness of digital game-based learning
TL;DR: The results show that areas for improvement involve the intervention dimension and the methods dimension, and best practices that cover all aspects of the study design and consist of game specific elements are provided.
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Serious Games for education and training
TL;DR: A schema for a proper integration of games in education, supporting different goals in different steps of a formal education process is presented, with a particular focus on assessment, feedback and learning analytics.
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Book
What Video Games Have to Teach Us About Learning and Literacy
TL;DR: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines as mentioned in this paper.
반도체 공정 overview
TL;DR: The study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence, is concentrated on in this work.
Journal ArticleDOI
A systematic literature review of empirical evidence on computer games and serious games
TL;DR: The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes, and the most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective
Journal ArticleDOI
Toward a Theory of Intrinsically Motivating Instruction
TL;DR: A rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity, which suggests that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.