Assessment in Game-Based Learning

1. Front Matter

   Pages i-xxvii

   PDF

2. Assessment for Game-Based Learning

   • Dirk Ifenthaler, Deniz Eseryel, Xun Ge

   Pages 1-8

3. Foundations of game-based assessment

   1. Front Matter

      Pages 9-9

      PDF

   2. Are All Games the Same?

      • P. G. Schrader, Michael McCreery

      Pages 11-28

   3. The Role of Construct Definition in the Creation of Formative Assessments in Game-Based Learning

      • Brian R. Belland

      Pages 29-42

   4. Games, Learning, and Assessment

      • Valerie J. Shute, Fengfeng Ke

      Pages 43-58

   5. Three Things Game Designers Need to Know About Assessment

      • Robert J. Mislevy, John T. Behrens, Kristen E. Dicerbo, Dennis C. Frezzo, Patti West

      Pages 59-81

4. Technological and Methodological Innovations for Assessing Game-Based Learning

   1. Front Matter

      Pages 83-83

      PDF

5. Technological and methodological innovations for assessing game-based learning

   1. Patterns of Game Playing Behavior as Indicators of Mastery

      • Klaus P. Jantke

      Pages 85-103

   2. Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning

      • Brett E. Shelton, Mary Ann Parlin

      Pages 105-121

   3. Information Trails: In-Process Assessment of Game-Based Learning

      • Christian S. Loh

      Pages 123-144

   4. Timed Report Measures Learning: Game-Based Embedded Assessment

      • Debbie Denise Reese, Ralph J. Seward, Barbara G. Tabachnick, Ben A. Hitt, Andrew Harrison, Lisa Mcfarland

      Pages 145-172

   5. Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling

      • Douglas B. Clark, Mario M. Martinez-Garza, Gautam Biswas, Richard M. Luecht, Pratim Sengupta

      Pages 173-199

   6. Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology

      • Aroutis Foster

      Pages 201-215

   7. Implementing Game-Based Learning: The MAPLET Framework as a Guide to Learner-Centred Design and Assessment

      • Maree Gosper, Margot McNeill

      Pages 217-233

   8. Innovative Assessment Technologies in Educational Games Designed for Young Students

      • Benö Csapó, András Lörincz, Gyöngyvér Molnár

      Pages 235-254

6. Realizing Assessment in Game-Based Learning

   1. Front Matter

      Pages 255-255

      PDF

7. Realizing assessment in game-based learning

   1. Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills

      • Deniz Eseryel, Yu Guo, Victor Law

      Pages 257-285

   2. Measurement Principles for Gaming

      • Kathleen Scalise, Mark Wilson

      Pages 287-305

   3. Using Institutional Data to Evaluate Game-Based Instructional Designs: Challenges and Recommendations

      • Scott J. Warren, Chris Bigenho

      Pages 307-334

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.

• assessment
• game-based
• methodology
• research
• technologies

From the reviews:

“When applying video game technology to an educational process, one must ask how we know it is effective. Addressing that question is what this book is about. The book is an edited collection of 21 chapters divided into three parts … . Three outstanding strengths of the book lead me to highly recommend it. … This book would be of greatest interest to educators, academics, and researchers in game-based learning. … it will also provide valuable perspectives for video game designers.” (J. M. Artz, ACM Computing Reviews, October, 2012)

• , Fakultät für Sozialwissenschaften, University of Mannheim, Mannheim, Germany

  Dirk Ifenthaler

• , College of Education, University of Oklahoma, Norman, USA

  Deniz Eseryel

• Norman, USA

  Xun Ge

Dirk Ifenthaler’s research interests focus on the learning-dependent progression of mental models, complex problem solving, decision making, situational awareness, and emotions. He developed automated and computer-based methodologies for the assessment and analysis of graphical and natural language representations (SMD Technology, HIMATT, AKOVIA). Additionally, he developed components of course management software and an educational simulation games (DIVOSA, SEsim). He is also interested in the development of educational software and learning management systems (LMS) as well as technology integration into the classroom. Dr. Ifenthaler has published multiple books and book chapters as well as numerous articles in leading journals of the field. Dr. Ifenthaler is the current Fullbright Scholar in Residence at the Jeannine Rainboldt College of Education, University of Oklahoma.

Deniz Eseryel is an Assistant Professor in the Instructional Psychology & Technology Program at the University of Oklahoma. Her research focuses on issues related to learning, problem-solving, and expertise development in complex, ill-structured knowledge domains such as STEM. She is concerned with developing and evaluating new instructional approaches for advanced computer-based learning environments to facilitate development of complex learning and problem-solving outcomes.

Xun Ge is an Associate Professor with the Program of Instructional Psychology and Technology, Department of Educational Psychology, at the University of Oklahoma. She holds a Ph.D. in Instructional Systems from the Pennsylvania State University. Dr. Ge’s primary research interest involves scaffolding student complex and ill-structured problem solving and self-regulated learning through designing and developing instructional scaffolds, learning technologies, and open learning environments. Dr. Ge has published multiple book chapters and numerous articles in leading journals of the field, and she is recognized for the two awards – 2003 Young Scholar by Educational Technology Research & Development and 2004 Outstanding Journal Article by Association for Educational Communications and Technology.

Policies and ethics