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Games-Based Learning Assessment

Game-based learning has become significant in the digital era as a new instructional option in recent years due to its support of learning motivation. Classroom platforms shows have given way to entirely immersive online experiences to impart skills, and expand knowledge accessible anytime, anywhere.

There is a clear need for outcomes assessment in game-based learning, particularly in assessing complex problem-solving processes and critical thinking. However, illustrates the various results of the assessment can be taken in the different learning contexts as behaviour, skills, digital activity patterns, knowledge, emotions, and mental models, linked to a problem-based gaming model, a set of achievement indicators, a response to computer-adaptive testing, all depending on the theoretical perspective taken (Ifenthaler, Eseryel, & Ge, 2012).

Davis (2014) stated that Powerful games in the classroom often include: Multiple levels or challenges, intriguing storylines, unique experiences for each learner, additional rewards, feedback from the teacher or classroom, and tools to Analyse Game-Based Learning. On the other hand, Pappas (2022) indicates that there are some rules for e-Learning game designers including:

1. Game design starts with objectives and outcomes: The difference between games for entertainment and learning games is that there’s a purpose behind the latter to achieve the best results.

2. Reinforce Favourable Behaviours: this gives the ability to correct negative behaviours or habits, as well as reinforce positive ones and this requires a broad range of skills and tasks.

3. Mobile Users: learners aren’t working in the same way, with a mouse or not, they must click, tap, and swipe their way to the finish line. It would help learners understand the task if avoids small text, buttons, and interactions that are more difficult to access on mobile devices. At last, regarding the extent of the control of the game, can they pause in the middle of a scene and resume in a quiet environment? Are they able to lower the volume if they’re in a crowded area?

4. Social Learning: A common misconception about game-based learning is that it’s a solo activity. That there’s no room for social interactions. But it should incorporate collaborative elements to facilitate peer-based feedback and knowledge sharing.

5. Encouraging learning: This ties into the risk-taking component of eLearning games. Learning games should encourage self-reflection. As an example, the game features a virtual customer who’s unhappy with their recent purchase, then applies what they’ve learned in the real world to promote their learning.

6. Incorporate Gamification to Improve Learner Motivation: For example, they’re able to earn badges or points when they reach the best outcome or display certain skills.

To conclude, there’s various way to assess games-based learning environments, starting from designing, using, and assessing not only to provide feedback about technological and methodological innovations for game-based learning but also, great methods to determine areas for improvement and strengths. Lastly, this field requires more experimental scientific research to assess learners’ competencies.

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