Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taking gameful assessment prototypes reported higher satisfaction than students taking traditional assessments. → Meg Guerreiro 2018

Evidence¶

Meg Guerreiro 2018¶

Meg Guerreiro, Chase Nordengren. (2018). “No fun games”: Engagement effects of two gameful assessment prototypes. Journal of Research on Technology in Education, 50(2), 134-148. https://www.nwea.org/research/publication/no-fun-games-engagement-effects-of-two-gameful-assessment-prototypes/ doi:10.1080/15391523.2018.1426063

q2 · i? · causal · r?

Mixed-methods study of two gameful assessment prototypes with 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school; the abstract reports "higher satisfaction for students taking gameful assessments". No effect size is printed.

"Using mixed methods, it finds higher satisfaction for students taking gameful assessments"

Discussion¶

Related Claims¶

• Traditional assessments are commonly perceived to suffer from student motivation deficits that gameful assessments propose to address — related
• Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — a broader claim this one bears on
• In one mixed-methods study of university students, reported in a review, gamified vocabulary learning gave better test results, motivation and satisfaction than traditional instruction — related