By Dirk Ifenthaler
The features and probabilities of rising game-based studying applied sciences result in a brand new standpoint of studying and guideline. This, in flip, necessitates alternative routes to evaluate the types of studying that's happening within the digital worlds or casual settings. therefore, aligning studying and overview is the middle for making a favorable and potent studying atmosphere. The edited quantity will hide the present kingdom of analysis, technique, overview, and know-how of game-based studying. there'll be contributions from foreign individual researchers to be able to current cutting edge paintings within the parts of academic psychology, academic diagnostics, academic know-how, and studying sciences. The edited quantity could be divided into 4 significant parts.
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Extra resources for Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives
Dribble files: Methodologies to evaluate learning and performance in complex environments. Performance Improvement, 46(1), 40–48. Schrader, P. , & Lawless, K. A. (2010). The hidden literacies of massively multiplayer online games. In D. L. Pullen, C. Gitsaki, & M. ), Technoliteracy, discourse, and social practice: Frameworks and applications in the digital age (pp. 200–219). Hershey, PA: Information Science Reference. Schrader, P. , Lawless, K. , & Deniz, H. (2010). Videogames in education: Opportunities for learning beyond the rhetoric and hype.
Metrics include a variety of standard approaches to assessment, including psychometrically valid instruments, multiple-choice tests, rubrics, and essays. An underlying hypothesis here is one of causation; change occurs as a direct result experience from a game. Adopting this view, researchers have examined outcomes, cognitive residue, or changes in behavior as a result of play, both positive and negative. Findings associated with negative aspects of games include gender bias, addiction, and aggression (Anderson & Bushman, 2001; Gentile, Lynch, Linder, & Walsh, 2004; Kafai, 1996; Salguero & Moran, 2002; Sherry, 2001; Webber, Ritterfeld, & Mathiak, 2006).
Without some context to examine video games and learning, assessment can be overwhelming. As a result, this chapter frames assessment and games as a direct consequence of instructional objectives and game-based learning. , its affordances) influence assessment of learning with that game, and (3) what are the implications for learning, assessment, and instruction overall? , BrainAge2, SPORE, and the World of Warcraft) and identify the games’ affordances, 2 Are All Games the Same? 13 pedagogical implications for learning, and implied assessment philosophies and practices.