Two gameful assessment prototypes evaluated with Grades 3–7 students¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article evaluates two “gameful assessment” prototypes — assessments incorporating features of games — with 391 Grade 3–7 students and 14 teachers in one Midwestern and one Northwestern school. The study used mixed methods to examine "student engagement and teacher perceptions". The prototypes are the instructional/assessment components whose engagement effects the study measures.

Design Implications¶

Context¶

Requirements¶

• Assessments must incorporate features of games as designed in the two prototypes

Constraints¶

• Evaluated with Grades 3–7 students in one Midwestern and one Northwestern school

Target Learners¶

• Grades 3–7 students

Target Learning Goals¶

• Student engagement with assessment

Claims¶

• Students taking gameful assessments report higher satisfaction than students taking traditional assessments in a Grades 3–7 mixed-methods study [+W]
• Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn [+W]
• Traditional assessments are commonly perceived to suffer from student motivation deficits that gameful assessments propose to address [+W]

Related Elements¶

Examples¶

• Iterate and innovate on gameful assessment design in response to mixed engagement evidence

Key Sources¶

• 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/