CIRCA:Games, learning, and assessment - Shute, V. J. and Ke, F.

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(Created page with '=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 learnin…')

Current revision as of 03:45, 27 February 2013

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).

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