Traditional assessments are commonly perceived to suffer from student motivation deficits that gameful assessments propose to address¶

Claim · All claims
Evidence · 1 study · design r? · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Motivation deficits are common in traditional assessments, and gameful assessments are proposed as a remedy. → 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

q1 · i? · design · r?

The article’s framing statement asserts that "student motivation deficits" are "common in traditional assessments" and that game features are proposed as a response; the abstract offers no supporting evidence or citation for this premise.

"Assessments with features of games propose to address student motivation deficits common in traditional assessments"

Discussion¶

Related Claims¶

• Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study — related
• The FTS proposes that fading distinguishes expert from non-expert peers via a game-progress threshold, and peer-tutoring collaboration is expected to improve non-expert game progress and knowledge gained — related
• Rapid-guessing behavior on an adaptive achievement test is inconsistent with most proposed models of unmotivated test taking except the effort-moderated model — related
• The review reports that students learning with serious games often perform better on content knowledge assessments than those in traditional settings — related