Hans G. K. Hummel, Rob Nadolski, Hugo Huurdeman, Giel van Lankveld, Konstantinos Georgiadis, Aad Slootmaker, Hub Kurvers, Mick Hummel, Petra Neessen, Johan van den Boomen, Ron Pat-El, Julia Fischmann
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We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2150-2165"},"PeriodicalIF":5.1000,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.12998","citationCount":"0","resultStr":"{\"title\":\"Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play\",\"authors\":\"Hans G. K. 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Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play
Background
Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way.
Objective
Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario-based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback).
Method
Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre-/post-test scores on a knowledge test, in-game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire.
Results and Conclusions
Participants receiving reflective feedback show higher learning increases (on a pre-/post-knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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