Game-Based Assessment: The Past Ten Years and Moving Forward

Kim, Yoon Jeon; Ifenthaler, Dirk

doi:10.1007/978-3-030-15569-8_1

Cited by 40 publications

(30 citation statements)

References 27 publications

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“…On the other hand, university students who spend more time playing VG value the epistemic thinking features as much as the pragmatic aspects, which may be linked to a certain knowledge about VG that allows them to value potential learning aspects that are not detected by teachers whose use is more amateurish. These results confirm the findings of studies aimed at analyzing the characteristics of VG as learning enhancers (Alhabash & Wise, 2012;Aprea & Ifenthaler, 2021;Bachen et al, 2016;Eseryel, et al, 2014;Ge & Ifenthaler, 2017;Howard-Jones et al, 2011;Huizinga et al, 2017;Kim & Ifenthaler, 2019;Malinverni & Pares, 2014).…”

Section: Discussionsupporting

confidence: 85%

“…Regarding this last point about what type of VG use can be more effective, it can be explained by the different ways of playing or using these VG. Traditionally, it has been assumed that VG favor learning due to specific characteristics linked to their own design (Kors, et al, 2015;Mitgustsch & Alvarado, 2012;Smith & Just, 2017) such as the immediate feedback they provide to the player's actions, their playful character that favors motivation, by stimulating the dopaminergic reward system with its reinforcers (Aprea & Ifenthaler, 2021;Eseryer et al, 2014;Greenfield, 2014;Howard-Jones et al, 2011;Kim & Ifenthaler, 2019), the facility to embody oneself in the characters, which favors the cognitive or emotional empathy (Alhabash & Wise, 2012;Aprea & Ifenthaler, 2021;Bachen et al, 2016), or the enactive learning they promote, from the action itself and without the need for reflection on the actions (Pozo, 2017).…”

Section: Introduction and State Of The Artmentioning

confidence: 99%

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Do Future Teachers Believe that Video Games Help Learning?

2021

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One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.

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Section: Discussionsupporting

confidence: 85%

Section: Introduction and State Of The Artmentioning

confidence: 99%

Do Future Teachers Believe that Video Games Help Learning?

2021

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“…Learning Analytics (LA) is a field of research and practice that aims to collect and analyze data generated by a learner in a given environment, which in this case can be applied to educational game data. This data analysis is not only useful for the evaluation of the students [13], but it can also be used for future improvements in the design of educational games, to personalize the difficulty of the scenarios according to the student's abilities [2] or as in our case study, to identify strange behaviors or difficulties of the student when facing a task. Finally, one of the main advantages of data analysis is to increase student engagement and improve learning, as engagement and learning are linked [5,9].…”

Section: Related Workmentioning

confidence: 99%

Visualizing Educational Game Data: A Case Study of Visualizations to Support Teachers

Andreo-Martínez¹,

Gómez²,

Ruipérez‐Valiente³

et al. 2020

Preprint

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Video games have become one of the most popular mediums across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment, and educators are largely supportive of using games in classrooms. However, the implementation of educational games as part of the curriculum and classroom practices has been rather scarce. One of the main barriers is that teachers face to actually know how their students are using the game so that they can analyze properly the effect of the activity and the interaction of students. Therefore, to support teachers to fully leverage the potential benefits of games in classrooms and make data-based decisions, educational games should incorporate learning analytics by transforming click-stream data generated from the gameplay into meaningful metrics and present visualizations of those metrics so that teachers can receive the information in an interactive and friendly way. For this work, we use data collected in a case study where teachers used Shadowspect geometry puzzle games in their classrooms. We apply learning analytics techniques to generate a series of metrics and visualizations that seek to facilitate that teachers can understand the interaction of students with the game. In this way, teachers can be more aware of the global progress of the class and each one of their students at an individual level, and intervene and adapt their classes when necessary.

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“…Due the highly interactive and open-ended nature of game environments, they present rich opportunities to assess how students are learning based on the process instead of simply relying on the final game performance [ 8 , 9 , 10 ]. For example, Harpstead et al [ 11 ] discuss how the open-ended nature of the game environment can lead to development conceptual knowledge as well as learning through failure.…”

Section: Introductionmentioning

confidence: 99%

Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game

Gómez

Ruipérez‐Valiente

Andreo-Martínez

et al. 2021

Sensors

Self Cite

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Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of Shadowspect, a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using Shadowspect so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.

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Game-Based Assessment: The Past Ten Years and Moving Forward

Cited by 40 publications

References 27 publications

Do Future Teachers Believe that Video Games Help Learning?

Do Future Teachers Believe that Video Games Help Learning?

Visualizing Educational Game Data: A Case Study of Visualizations to Support Teachers

Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game

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