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LaTeX code for Games, learning, and assessment - Shute, V. J. and Ke, F.

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\documentclass[a4paper,11pt]{article}
\usepackage{ulem}
\usepackage{a4wide}
\usepackage[dvipsnames,svgnames]{xcolor}
\usepackage[pdftex]{graphicx}

\usepackage{hyperref}
% commands generated by html2latex


\begin{document}\hypertarget{Games.2C_learning.2C_and_assessment}{}

\section{Games, learning, and assessment}

Shute, V. J., \& Ke, F. (2012). "Games, learning, and assessment". In D. Ifenthaler, D. Eseryel, \& X. Ge (Eds.) Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43-58). New York, NY: Springer Science+Business Media New York 

The paper distilled the ???seven-core??? elements, from a literature review, of a well-designed game: (1) interactive problem solving, (2) specific goals/rules, (3) adaptive challenges, (4) control, (5) ongoing feedback, (6) uncertainty, (7) sensory stimuli. This list however missed Gee???s (most widely cited ???games??? literature author) first property for a good game of ???an underlying rule system and game goal to which the player is emotionally attached???. The seven elements of a good game fit well into a good instructional/learning environment of interactions, ongoing feedback, grabs and sustains attention, and has appropriate/adaptive levels of challenges. Assessments in games tend to be finding treasure, reduced health, or ???leveling up??? which are based on: (a) learning and assessing in a context and (b) the assumption that assessment is an evidentiary argument of performance-based assessment (what is being assessed is latent/not apparent). Games in learning allow for: (i) delivery of timely and targeted feedback and (ii) presenting new task/quest that is at the cusp of students??? skill level (flow theory and zone of proximal development).

\end{document}
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