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    Assessment for game-based learning

    Access Status
    Fulltext not available
    Authors
    Ifenthaler, Dirk
    Eseryel, D.
    Ge, X.
    Date
    2012
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Ifenthaler, D. and Eseryel, D. and Ge, X. 2012. Assessment for game-based learning, in Ifenthaler, D. and Eseryel, D. and Ge, X. (ed), Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives, pp. 1-8. New York: Springer.
    Source Title
    Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives
    DOI
    10.1007/978-1-4614-3546-4_1
    ISBN
    9781461435464
    School
    DVC Education
    URI
    http://hdl.handle.net/20.500.11937/30499
    Collection
    • Curtin Research Publications
    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.

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