Bases for Summative Evaluation of Educational Digital Games and Their Implications in School Scenario

Abstract

The theme of this chapter is in accord with the growing discussion proposed by several researchers while investigating games contributions for teaching and learning, particularly in relation to school. Within school environments, parents and teachers perceive that moment with suspicion, thus augmenting their questions about which evidence would point to games as capable of facilitating learning. Therefore, methodologies, procedural field, and evaluation instruments arise in an attempt to evidence the contributions of games for learning. The chapter's main objective is to present the bases of a summative evaluation methodology for educational digital games, having as a guiding tool an instrument ad hoc. The principles which orientate such grounds are based on interaction design and on the learning principles of Paul Gee. The instrument description is also included, as well as its enforceability by means of a pilot study.