Game-Based Assessment Revisited PDF
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Advances in Game-Based Learning Dirk Ifenthaler Yoon Jeon Kim Editors Game-Based Assessment Revisited Advances in Game-Based Learning Series Editors Dirk Ifenthaler Scott Joseph Warren Editorial Board Members Francesco Bellotti Benjamin DeVane Christian Sebastian Loh Kurt Squire More information about this series at http://www.springer.com/series/13094 Dirk Ifenthaler • Yoon Jeon Kim Editors Game-Based Assessment Revisited Editors Dirk Ifenthaler Yoon Jeon Kim Learning, Design and Technology Teaching Systems Lab University of Mannheim Massachusetts Institute of Technology Mannheim, Germany Cambridge, MA, USA ISSN 2567-8086 ISSN 2567-8485 (electronic) Advances in Game-Based Learning ISBN 978-3-030-15568-1 ISBN 978-3-030-15569-8 (eBook) https://doi.org/10.1007/978-3-030-15569-8 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface In 2012, Ifenthaler, Eseryel, and Ge published a first edited volume focusing on game-based assessment (GBA), covering the current state of research, methodol- ogy, assessment, and technology of game-based learning from international con- tributors. The 2012 volume remained the only collection in the field of assessment and game-based learning. After more than 5 years, advances in assessment, espe- cially in the area of analytics, have been made. These advances shall be collected and critically reflected in this edited volume titled “Game-Based Assessment Revisited.” We organized the chapters included in this edited volume into three major parts: (I) Foundations of Game-Based Assessment, (II) Emerging Methods and Practices, and (III) Best Practice Implementations. In Part I, the first chapter, titled “Game-Based Assessment: The Past Ten Years and Moving Forward,” reports on previous research findings and current develop- ments in game design, assessment practices, and analytics capabilities (Yoon Jeon Kim, Dirk Ifenthaler, Chap. 1). The next chapter, “Assessing Learning from, with, and in Games Revisited,” presents six principles that may help researchers to engage in studies that involve the process of learning (P.G. Schrader, Michael P. McCreery, Mark C. Carroll, Danielle L. Head, Jeffrey R. Laferriere, Chap. 2). The following chapter, “Summative Game-Based Assessment,” extends what has been developed and learned about formative game-based assessments into summative assessment practices (Andreas Oranje, Bob Mislevy, Malcolm I. Bauer, G. Tanner Jackson, Chap. 3). Next, “Stealth Assessment Embedded in Game-Based Learning to Measure Soft Skills: A Critical Review” discusses how to embed stealth assessment in game- based learning to empower learners from theoretical and practical perspec- tives (Xinyue Ren, Chap. 4). The final chapter of the first part, “Intrinsic Motivation in Game-Based Learning Environments,” examines how researchers have imple- mented and assessed intrinsic motivation in game-based learning environments (T. Fulya Eyupoglu, John L. Nietfeld, Chap. 5). In Part II, the opening chapter, “Examining Designed Experiences: A Walkthrough for Understanding Video Games as Performance Assessments,” offers guidance for researchers to extract dynamic, emergent, and complex data from video game v vi Preface contexts and thus unlock the potential for games to function as performance assess- ments (Michael P. McCreery, P. G. Schrader, S. Kathleen Krach, Jeffrey R. Laferriere, Catherine A. Bacos, Joseph P. Fiorentini, Chap. 6). The next chapter, “Press Play! How Immersive Environments Support Problem-Solving Skills and Productive Failure,” examines how student interactions during gameplay can be assessed in immersive environments without disrupting the flow of gameplay (Benjamin Emihovich, Logan Arrington, Xinhao Xu, Chap. 7). The following chapter, “New Perspectives on Game-Based Assessment with Process Data and Physiological Signals,” highlights not only the potentials of process and physiological data but also the problems that can arise in this context (Steve Nebel, Manuel Ninaus, Chap. 8). Next, “A Provisional Framework for Multimodal Evaluation—Establishing Serious Games Quality Label for Use in Training and Talent Development” depicts an attempt in establishing a provisional framework of multimodal evaluation that can be used to generate quality labels for serious games, particularly in the training and talent development sector (Wee Hoe Tan, Ivan Boo, Chap. 9). The final chapter of the second part, “Scaffolding and Assessing Teachers’ Examination of Games for Teaching and Learning,” illustrates how formative and summative assessments were created using the GaNA framework to support participating preservice teachers in examining games as a form of curriculum and to allow the researcher to qualita- tively and quantitatively capture the change in teachers’ game literacy and the extent to which it was integrated with the teachers’ design of game-based lesson plans (Mamta Shah, Chap. 10). In Part III, the first chapter, “Assessing Game-Based Mathematics Learning in Action,” focuses on extracting design and implementation heuristics related to game-based, learning-in-action assessment (Fengfeng Ke, Biswas Parajuli, Danial Smith, Chap. 11). The next chapter, “Bridging Two Worlds: Principled Game-Based Assessment in Industry for Playful Learning at Scale,” offers an example of a work- ing GBA practice in an industry context that implements evidence-centered learning design—integrated with the principles of Educational Data Mining to inform cor- responding event-stream data design—for the production of data-driven educational games to support learning for students at scale (V. Elizabeth Owen, Diana Hughes, Chap. 12). The following chapter, “Effectiveness of Supply Chain Games in Problem-Based Learning Environment,” aims to evaluate the game’s effectiveness as a formative assessment tool in problem-based learning environment based on two main criteria: learning objective and game experience (Linda William, Za’Aba Bin Abdul Rahim, Liping Wu, Robert de Souza, Chap. 13). In another chapter in this part, “What Does Exploration Look Like? Painting a Picture of Learning Pathways Using Learning Analytics,” three novel metrics that focus more on the learning pro- cess of students than on the outcomes are proposed (José A. Ruipérez-Valiente, Louisa Rosenheck, Yoon Jeon Kim, Chap. 14). Next, “Making a Game of Troublesome Threshold Concepts” shows the use of a gamified learning experience at the begin- ning of the learners’ higher education journey to embed and assess technical thresh- old concepts (Kayleen Wood, Chap. 15). The concluding chapter, “Emerging Practices in Game-Based Assessment,” argues for content-agnostic game engineer- ing as a framework that helps provide multiple learning contents within a single Preface vii game to achieve content-agnostic assessment (Vipin Verma, Tyler Baron, Ajay Bansal, Ashish Amresh, Chap. 16). Without the assistance of experts in the field of game-based learning and assess- ment, the editors would have been unable to prepare this volume for publication. We wish to thank our board of reviewers for their tremendous help with both reviewing the chapters and linguistic editing. Mannheim, Germany/Perth, WA, Australia Dirk Ifenthaler Cambridge, MA, USA Yoon Jeon Kim Contents Part I Foundations of Game-Based Assessment 1 Game-Based Assessment: The Past Ten Years and Moving Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Yoon Jeon Kim and Dirk Ifenthaler 2 Assessing Learning from, with, and in Games Revisited: A Heuristic for Emerging Methods and Commercial Off-the-Shelf Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 P. G. Schrader, Michael P. McCreery, Mark C. Carroll, Danielle L. Head, and Jeffrey R. Laferriere 3 Summative Game-Based Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Andreas Oranje, Bob Mislevy, Malcolm I. Bauer, and G. Tanner Jackson 4 Stealth Assessment Embedded in Game- Based Learning to Measure Soft Skills: A Critical Review . . . . . . . . . . . . . . . . . . . . . . . . 67 Xinyue Ren 5 Intrinsic Motivation in Game-Based Learning Environments . . . . . . . 85 T. Fulya Eyupoglu and John L. Nietfeld Part II Emerging Methods and Practices 6 Examining Designed Experiences: A Walkthrough for Understanding Video Games as Performance Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Michael P. McCreery, P. G. Schrader, S. Kathleen Krach, Jeffrey R. Laferriere, Catherine A. Bacos, and Joseph P. Fiorentini 7 Press Play! How Immersive Environments Support Problem-Solving Skills and Productive Failure . . . . . . . . . . . . . . . . . . 121 Benjamin Emihovich, Logan Arrington, and Xinhao Xu ix x Contents 8 New Perspectives on Game-Based Assessment with Process Data and Physiological Signals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Steve Nebel and Manuel Ninaus 9 A Provisional Framework for Multimodal Evaluation: Establishing Serious Games Quality Label for Use in Training and Talent Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Wee Hoe Tan and Ivan Boo 10 Scaffolding and Assessing Teachers’ Examination of Games for Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Mamta Shah Part III Best Practice Implementations 11 Assessing Game-Based Mathematics Learning in Action . . . . . . . . . . 213 Fengfeng Ke, Biswas Parajuli, and Danial Smith 12 Bridging Two Worlds: Principled Game- Based Assessment in Industry for Playful Learning at Scale . . . . . . . . . . . . . . . . . . . . . . . 229 V. Elizabeth Owen and Diana Hughes 13 Effectiveness of Supply Chain Games in Problem-Based Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Linda William, Za’ Aba Bin Abdul Rahim, Liping Wu, and Robert de Souza 14 What Does Exploration Look Like? Painting a Picture of Learning Pathways Using Learning Analytics . . . . . . . . . . . . . . . . . 281 José A. Ruipérez-Valiente, Louisa Rosenheck, and Yoon Jeon Kim 15 Making a Game of Troublesome Threshold Concepts . . . . . . . . . . . . 301 Kayleen Wood 16 Emerging Practices in Game-Based Assessment . . . . . . . . . . . . . . . . . 327 Vipin Verma, Tyler Baron, Ajay Bansal, and Ashish Amresh Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
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