Abstract
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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bernstein, F. (1998). Ludi publici. Untersuchungen zur Entstehung und Entwicklung der öffentlichen Spiele im republikanischen Rom. Stuttgart: Franz Steiner.
Caillois, R. (2001). Man, play and games. Champaign, IL: University of Illinois Press.
Chin, J., Dukes, R., & Gamson, W. (2009). Assessment in simulation and gaming: A review of the last 40 years. Simulation and Gaming, 40(4), 553–568.
Chung, G. K. W. K., & Baker, E. L. (2003). An exploratory study to examine the feasibility of measuring problem-solving processes using a click-through interface. Journal of Technology, Learning and Assessment, 2(2), Retrieved November 27, 2011, from http://www.jtla.org.
Dirx, R. (1981). Das Buch vom Spiel. Das Spiel einst und jetzt. Gelnhausen: Burckhardthaus.
Dörner, D., Kreuzig, H. W., Reither, F., & Stäudel, T. (1983). Lohhausen. Vom Umgang mit Unbestimmtheit und Komplexität. [Lohhausen. On dealing with uncertainity and complexity]. Bern: Huber.
Dummer, P., & Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari, & S. Ottaviano (Eds.), Methods and technologies for learning (pp. 327–334). Southhampton, UK: WIT Press.
Eseryel, D., Ifenthaler, D., & Ge, X. (2011). Alternative assessment strategies for complex problem solving in game-based learning environments. In D. Ifenthaler, P. Kinshuk, D. Isaias, G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 159–178). New York: Springer.
Federation of American Scientists. (2005). Summit of educational games: Harnessing the power of video games for learning. Washington, DC: Federation of American Scientists
Foreman, J. (2004). Game-based learning: How to delight and instruct in the 21st century. Educause Review, 39(5), 50–66.
Freud, S. (1920). Gesammelte Werke (Vol. 20). Frankfurt am Main: Fischer.
Galarneau, L., & Zibit, M. (2007). Online games for 21st century skills. In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulations in online learning: Research and development frameworks (pp. 59–88). Hershey, PA: Information Science Publishing, Inc.
Ganguin, S. (2010). Computerspiele und lebenslanges Lernen. Eine Synthese von Gegensätzen. Wiesbaden: VS Verlag für Sozialwissenschaften.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave-Macmillan.
Huizinga, J. (1955). Homo ludens: A study of the play-element in culture. Boston, MA: Beacon.
Ifenthaler, D. (2008). Practical solutions for the diagnosis of progressing mental models. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. Essays in honor of Norbert M. Seel (pp. 43–61). New York: Springer.
Ifenthaler, D. (2009a). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83–101.
Ifenthaler, D. (2009b). Using a causal model for the design and development of a simulation game for teacher education. Technology, Instruction, Cognition and Learning, 6(3), 193–212.
Ifenthaler, D. (2010). Bridging the gap between expert-novice differences: The model-based feedback approach. Journal of Research on Technology in Education, 43(2), 103–117.
Ifenthaler, D. (2011). Intelligent model-based feedback. Helping students to monitor their individual learning progress. In S. Graf, F. Lin, Kinshuk, & R. McGreal (Eds.), Intelligent and adaptive systems: Technology enhanced support for learners and teachers (pp. 88–100). Hershey, PA: IGI Global.
Johnson-Laird, P. N. (1989). Mental models. In M. I. Posner (Ed.), Foundations of cognitive science (pp. 469–499). Cambridge, MA: MIT Press.
Kant, I. (1803). Über Pädagogik. Königsberg: Friedrich Theodor Rink.
Loh, D. C. (2006). Designing online games assessment as “Information Trails”. In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulation in online learning: Research and development frameworks (pp. 323–348). Hershey, PA: Idea Group, Inc.
Mishra, P., & Foster, A. (2007). The claims of games: A comprehensive review and directions for future research. In R. Carlsen, K. McFerrin, J. Price, R. Weber, & D. A. Willis (Eds.), Proceedings of the 18th International Conference of the Society for Information Technology & Teacher Education. San Antonio, TX: Association for the Advancement of Computing in Education (AACE).
O’Neil, H. F., Chuang, S.-H., & Chung, G. (2003). Issues in the computer-based assessment of collaborative problem solving. Assessment in Education: Principles, Policy & Practice, 10(3), 361–373.
Parmentier, M. (2004). Spiel. In D. Benner & J. Oelkers (Eds.), Historisches Wörterbuch der Pädagogik (pp. 929–945). Weinheim: Beltz.
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2003). Knowing what students know. The secience and design of educational assessment. Washington, DC: National Academy Press.
Piaget, J. (1975). Nachahmung, Spiel und Traum. Die Entwicklung der Symbolfunktion beim Kinde. Stuttgart: Klett-Cotta.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Reese, D. D., & Tabachnick, B. G. (2010). The moment of learning: Quantitative analysis of exemplar gameplay supports CyGaMEs approach to embedded assessment. Paper presented at the Society for Research on Educational Effectiveness, Washington, DC
Sandford, R., & Williamson, B. (2005). Games and learning: A handbook from futurelab. Bristol, UK: Futurelab.
Scheuerl, H. (1988). Zwanglose Selbstbildung im Spiel. Entwicklungsförderung im Spiel? Spielmittel, 2(88), 8–12.
Schrader, P. G., & McCreery, M. (2008). The acquisition of skill and expertise in massively multiplayer online games. Educational Technology Research and Development, 56, 557–574.
Shaffer, D. W. (2006). How computer games help children learn? New York: Palgrave Macmillan.
Shute, V. J., & Spector, J. M. (2010). Stealth assessment in virtual worlds. Retrieved November 27, 2011, from http://www.adlnet.gov/Technologies/Evaluation/Library/AdditionalResources/LETSIWhitePapers/Shute-StealthAssessmentinVirtualWorlds.pdf.
Spector, J. M., & Koszalka, T. A. (2004). The DEEP methodology for assessing learning in complex domains (final report to the National Science Foundation Evaluative Research and Evaluation Capacity Building). Syracuse, NY: Syracuse University
Wagner, W., & Wagner, S. U. (1985). Presenting questions, processing responses, and providing feedback in CAI. Journal of Instructional Development, 8(4), 2–8.
Walsh, D. (2002). Video game violence and public policy. Retrieved October 27, 2011, from http://www.soc.iastate.edu/sapp/videogames2.pdf.
Willett, J. B. (1988). Questions and answers in the measurement of change. Review of Research in Education, 15, 345–422.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media New York
About this chapter
Cite this chapter
Ifenthaler, D., Eseryel, D., Ge, X. (2012). Assessment for Game-Based Learning. In: Ifenthaler, D., Eseryel, D., Ge, X. (eds) Assessment in Game-Based Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3546-4_1
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3546-4_1
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3545-7
Online ISBN: 978-1-4614-3546-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)