Assessment in Game-Based Learning [electronic resource] : Foundations, Innovations, and Perspectives /
Ifenthaler, Dirk.editor.
Eseryel, Deniz.editor.
Ge, Xun.editor.
The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning  taking place in the virtual worlds or informal settings. Aligning learning and assessment is at the core of creating a favorable and effective learning environment, one that is learner-centered, knowledge-centered, and assessment-centered. However, how do we know students have learned in games? What do we assess, and how do we assess students' learning outcomes in a game-based learning environment? After a critical literature review, the authors discovered that there is a missing link between game-based learning and game-based assessment, particularly in assessing complex problem solving processes and outcomes in a digital game-based learning environment. This edited volume bridges the gap by providing that missing link. It covers the current state of research, methodology, assessment, and technology of game-based learning. The contributions from international distinguished researchers present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. Included chapters are organized into three major parts: (1) Foundations of game-based assessment, (2) technological and methodological innovations for assessing game-based learning, and (3) realizing assessment in game-based learning. It provides theoretical research, translational resaerch, and guided practice---all in one volume. This book will prove invaluable to anyone who is performing research or working the the field--it provides a springboard from theory to practice, offering a map for anyone hoping to implement game-based assessment into their institution as well as to primary researchers and developers.
Description based upon print version of record.
Assessment in Game-Based Learning; Preface; Contents; About the Authors; Reviewers; Chapter 1: Assessment for Game-Based Learning; 1.1 Games: A Historical Synopsis; 1.2 Games and Learning; 1.3 Implementation of Assessment into Games; References; Part I: Foundations of Game-Based Assessment; Chapter 2: Are All Games the Same?; 2.1 Introduction; 2.2 Paradigms of Serious Games Research; 2.2.1 Games as Interventions; 2.2.2 Games as Interactive Tools; 2.2.3 Immersive Games; 2.3 Assessing Learning from Brainage 2; 2.4 Assessing Learning with Spore; 2.5 Assessing Learning in the World of Warcraft
2.6 Discussion and Conclusion References; Chapter 3: The Role of Construct Definition in the Creation of Formative Assessments in Game-Based Learning; 3.1 Introduction; 3.2 Formative Assessment; 3.2.1 The Role of Feedback in Formative Assessment; 3.2.2 The Role of Student Mindfulness; 3.3 Existing Work on Formative Assessment in Games; 3.4 Specification of Learning Goals; 3.4.1 The Role of Constructs; 3.4.2 Construct Validity; 3.4.2.1 Threats to Construct Validity; 3.4.2.2 Sources of Evidence for Construct Validity; 3.4.3 Reliability; 3.5 The Process of Construct Definition
3.5.1 Theory Specification3.5.2 Construct Generation; 3.5.3 Develop Test Items; 3.5.4 Construct Refinement; 3.6 The Role of Norming in the Avoidance of Arbitrariness of Scale; 3.7 Conclusion and Future Directions; 3.7.1 Format of Formative Assessments; 3.7.2 Student Response to Feedback; References; Chapter 4: Games, Learning, and Assessment; 4.1 Introduction; 4.2 Games; 4.2.1 Core Elements of Good Games; 4.2.2 Good Games as Transformative Learning Tools; 4.3 Evidence of Learning from Games; 4.3.1 Deep Learning in Civilization; 4.3.2 Gamestar Mechanic and Systems Thinking
4.3.3 Epistemic Games4.3.4 Taiga Park and Science Content Learning; 4.4 Assessment in Games; 4.4.1 Evidence-Centered Design; 4.4.2 Stealth Assessment; 4.5 Conclusion; References; Chapter 5: Three Things Game Designers Need to Know About Assessment; 5.1 Introduction; 5.2 Assessment Design Is Compatible with Game Design; 5.2.1 Principles of Learning; 5.2.2 Interaction Cycles; 5.2.3 The Bottom Line; 5.3 Assessment Is Not Really About Numbers;  It Is About the Structure of Reasoning; 5.3.1 Evidence-Centered Assessment Design; 5.3.2 Reliability and Validity
5.3.3 Implications of Assessment Principles for Design5.3.4 The Bottom Line; 5.4 Address Key Assessment Constraints from the Beginning; 5.4.1 The Site Design Study; 5.4.2 Implications for the Design Process; 5.4.3 The Bottom Line; 5.5 Discussion; References; Part II: Technological and Methodological Innovations for Assessing Game-Based Learning; Chapter 6: Patterns of Game Playing Behavior as Indicators of Mastery; 6.1 There Is No Digital Games Science; 6.2 The Serious Games Confusion; 6.3 The Art of Context; 6.4 Patterns of Experience Exempli fi ed; 6.5 Patterns of Game Playing Experience
6.6 Fundamentals of a Playing Science
Includes bibliographical references and index.
The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning  taking place in the virtual worlds or informal settings. Aligning learning and assessment is at the core of creating a favorable and effective learning environment, one that is learner-centered, knowledge-centered, and assessment-centered. However, how do we know students have learned in games? What do we assess, and how do we assess students' learning outcomes in a game-based learning environment? After a critical literature review, the authors discovered that there is a missing link between game-based learning and game-based assessment, particularly in assessing complex problem solving processes and outcomes in a digital game-based learning environment. This edited volume bridges the gap by providing that missing link. It covers the current state of research, methodology, assessment, and technology of game-based learning. The contributions from international distinguished researchers present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. Included chapters are organized into three major parts: (1) Foundations of game-based assessment, (2) technological and methodological innovations for assessing game-based learning, and (3) realizing assessment in game-based learning. It provides theoretical research, translational resaerch, and guided practice---all in one volume. This book will prove invaluable to anyone who is performing research or working the the field--it provides a springboard from theory to practice, offering a map for anyone hoping to implement game-based assessment into their institution as well as to primary researchers and developers.
Educational technology.
Education-Data processing.
Developmental psychology.
Educational Technology.
Computers and Education.
Developmental Psychology.