Assessment for game-based learning
Looking at the historical synopsis of games, an antagonism between games and work is noticeable. However, another important question is present: How can a game be beneficial for life? Games are classified as fully recreational games, serious games for informal context, serious games for formal conte...
| Main Authors: | , , |
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| Format: | Book Chapter |
| Published: |
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/30499 |
| _version_ | 1848753106038292480 |
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| author | Ifenthaler, Dirk Eseryel, D. Ge, X. |
| author_facet | Ifenthaler, Dirk Eseryel, D. Ge, X. |
| author_sort | Ifenthaler, Dirk |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Looking at the historical synopsis of games, an antagonism between games and work is noticeable. However, another important question is present: How can a game be beneficial for life? Games are classified as fully recreational games, serious games for informal context, serious games for formal context, and as assessment games. However, the implementation of assessment features into game-based learning environments is only in its early stages because it adds a very time-consuming step to the design process. Basically, assessment for game-based learning is distinguished between game scoring, external, and embedded assessment. Strength and weaknesses of assessment methodologies are discussed. The chapter concludes that intelligent assessment of game-based learning will be the challenges for the twenty-first century instructional designers and serious games developers. |
| first_indexed | 2025-11-14T08:19:14Z |
| format | Book Chapter |
| id | curtin-20.500.11937-30499 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:19:14Z |
| publishDate | 2012 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-304992017-09-13T15:33:37Z Assessment for game-based learning Ifenthaler, Dirk Eseryel, D. Ge, X. Looking at the historical synopsis of games, an antagonism between games and work is noticeable. However, another important question is present: How can a game be beneficial for life? Games are classified as fully recreational games, serious games for informal context, serious games for formal context, and as assessment games. However, the implementation of assessment features into game-based learning environments is only in its early stages because it adds a very time-consuming step to the design process. Basically, assessment for game-based learning is distinguished between game scoring, external, and embedded assessment. Strength and weaknesses of assessment methodologies are discussed. The chapter concludes that intelligent assessment of game-based learning will be the challenges for the twenty-first century instructional designers and serious games developers. 2012 Book Chapter http://hdl.handle.net/20.500.11937/30499 10.1007/978-1-4614-3546-4_1 restricted |
| spellingShingle | Ifenthaler, Dirk Eseryel, D. Ge, X. Assessment for game-based learning |
| title | Assessment for game-based learning |
| title_full | Assessment for game-based learning |
| title_fullStr | Assessment for game-based learning |
| title_full_unstemmed | Assessment for game-based learning |
| title_short | Assessment for game-based learning |
| title_sort | assessment for game-based learning |
| url | http://hdl.handle.net/20.500.11937/30499 |