Theoretical Issues of Using Simulations and Games in Educational Assessment

O’Neil, Harold F.; Baker, Eva L.; Perez, Ray S.; Watson, Stephen E.

doi:10.4324/9780429282119

Cited by 2 publications

(3 citation statements)

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“…As also stated elsewhere in the literature [43], it is important to outline the learning objectives at a very early stage. In this study, this outlining involves the teacher.…”

Section: Figure 1 Elements In the Foundation Game Design Prototyping ...mentioning

confidence: 95%

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How can a foundation be outlined for a successful serious game to increase reading engagement

Bjørner

Petersen²,

Hansen³

et al. 2023

IJSG

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This study aims to support a mandatory reading of a novella for high school students by a serious game. The study includes 41 students. The first class is included in the experimental study, which uses a serious game to read the novella. The second class served as the control group and engaged only in analog reading. The evaluation is based on a questionnaire with reading, user, and narrative engagement items. Furthermore, the assessment consists of in-depth interviews with teachers and students. The findings positively affected students’ engagement in the experimental group. Primarily focused attention and reward are higher in the experimental group. However, there was no difference in the narrative engagement between the two groups, indicating that the story (digital or not) is well explained. The qualitative findings revealed positive comments, especially for the reading engagement and the story world. The novelty in this study is the outlined game design process, guided by elements in the foundation, game design, prototyping, and implementation. For the game design, we outlined how to transform the principles from Sweetser and Wyeth to applied design implementations. An important aspect was to illustrate the protagonist with schizophrenia.

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“…As also stated elsewhere in the literature [43], it is important to outline the learning objectives at a very early stage. In this study, this outlining involves the teacher.…”

Section: Figure 1 Elements In the Foundation Game Design Prototyping ...mentioning

confidence: 95%

“…We used this model outlining the foundation for the creation of the serious game. There are already many approaches with suggestions on how to design serious games for educational purposes [43][44][45][46][47]. In O'Neil et al [43, pp.…”

Section: Figure 1 Elements In the Foundation Game Design Prototyping ...mentioning

confidence: 99%

How can a foundation be outlined for a successful serious game to increase reading engagement

Bjørner

Petersen²,

Hansen³

et al. 2023

IJSG

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“…12 Our design is based on educational principles of cognitive engagement and builds on relevant models for skills acquisition and long-term retention, including simulation features that lead to effective learning. [13][14][15] We emphasize best practices and principles of team training effectiveness as well as game development as reviewed by experts in the field. [16][17][18][19][20][21] However, game design can be time consuming and costly, depending on the degree of interactivity the game player is given.…”

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confidence: 99%

Screen-Based Simulation for Training and Automated Assessment of Teamwork Skills

Steadman

Huang

Iseli³

et al. 2020

Sim Healthcare

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Introduction:The need for teamwork training is well documented; however, teaching these skills is challenging given the logistics of assembling individual team members together to train in person. We designed 2 modes of screen-based simulation for training teamwork skills to assess whether interactivity with nonplayer characters was necessary for in-game performance gains or for player satisfaction with the experience. Methods: Mixed, randomized, repeated measures study with licensed healthcare providers block-stratified and randomized to evaluation-participant observes and evaluates the team player in 3 scenarios-and game play-participant is immersed as the leader in the same 3 scenarios. Teamwork construct scores (leadership, communication, situation monitoring, mutual support) from an ontology-based, Bayesian network assessment model were analyzed using mixed randomized repeated measures analyses of variance to compare performance, across scenarios and modes. Learning was measured by pretest and posttest quiz scores. User experience was evaluated using χ 2 analyses. Results: Among 166 recruited and randomized participants, 120 enrolled in the study and 109 had complete data for analysis. Mean composite teamwork Bayesian network scores improved for successive scenarios in both modes, with evaluation scores statistically higher than game play for every teamwork construct and scenario (r = 0.73, P = 0.000). Quiz scores improved from pretest to posttest (P = 0.004), but differences between modes were not significant. Conclusions: For training teamwork skills using screen-based simulation, interactivity of the player with the nonplayer characters is not necessary for in-game performance gains or for player satisfaction with the experience.

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Theoretical Issues of Using Simulations and Games in Educational Assessment

Cited by 2 publications

References 0 publications

How can a foundation be outlined for a successful serious game to increase reading engagement

How can a foundation be outlined for a successful serious game to increase reading engagement

Screen-Based Simulation for Training and Automated Assessment of Teamwork Skills

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