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Assessment through Achievement Systems: A Framework for Educational Game Design
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Author(s): Monica Evans (The University of Texas at Dallas, USA), Erin Jennings (The University of Texas at Dallas, USA)and Michael Andreen (The University of Texas at Dallas, USA)
Copyright: 2013
Pages: 14
Source title:
Developments in Current Game-Based Learning Design and Deployment
Source Author(s)/Editor(s): Patrick Felicia (Waterford Institute of Technology, Ireland)
DOI: 10.4018/978-1-4666-1864-0.ch022
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Abstract
Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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