From Game to Guidance: The Innovative Evaluation Approach of the P4G Simulation Business Game

Smyrnaiou, Zacharoula; Petropoyloy, Evangelia; Menon, Stefano; Zini, Vincenzo

doi:10.1109/mcsi.2017.34

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Table 2 characterized the research papers by showing authors' names, publication year, game type, assessment type used during either pre-game, in-game or post-game and assessments' names. In general, most of the authors focus on collecting data through questionnaires [16,29,34,37,52]. The literature further highlights the importance of in-game assessment as only this type can provide instant feedback about the learning process [55].…”

Section: Resultsmentioning

confidence: 99%

“…The literature further highlights the importance of in-game assessment as only this type can provide instant feedback about the learning process [55]. For this, several authors provide concrete examples such as counting implanted errors in the game [24], performance tracking [37], monitoring students' progress [40], thinkaloud protocols [48,51], field notes during classroom observations, heuristic participatory evaluation methodology and storyboarding [50]. In addition to the results of the concept matrix, some of the qualitative methods presented in Table 2 are explained below.…”

Section: Resultsmentioning

confidence: 99%

“…In-game performance tracking operates through a simulation-based assessment tool. It gives real-time feedbacks to students about their performances by evaluating their capabilities and competences regarding their knowledge and skills [37]. Some of the competences are analytical thinking, expertise, innovation, information seeking and decision making [37].…”

Section: Resultsmentioning

confidence: 99%

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Classification of Evaluation Methods for the Effective Assessment of Simulation Games: Results from a Literature Review

et al. 2019

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As a current trend in teaching, simulation games play an active and important role in the area of technology-based education. Simulation games create an envi-ronment for scholars to solve real-world problems in a risk-free environment. Therefore, they aim to increase the knowledge base as well as learning experienc-es for students. However, assessing the effectiveness of a simulation game is necessary to optimize elements of the game and increase their learning effect. In order to achieve this aim, different evaluation methods exist, which do not always involve all phases when running a simulation game. In this study, we conduct a literature review to analyze evaluation methods for three phases of simulation games: pre-game, in-game, and post-game. Thirty-one peer-reviewed research papers met specified selection criteria and we classified them according to a di-dactic framework that illustrates four phases of running simulation games: Prepa-ration, Introduction, Interaction and Conclusion phase. Based on the results, we provide a concrete evaluation strategy that will be a guide to assess simulation games during all phases. This study contributes to theory by providing an over-view of evaluation methods for the assessment of simulation games within the different game phases. It contributes to practice by providing a concrete evalua-tion strategy that can be adapted and used to assess simulation games.

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