Game-based assessment of persistence (GAP)

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Evidence · 4 claims (3 for, 1 mixed) · 2 studies (2 associational), q2–q3 · 0 of 2 report an effect size · 4 claims rest on one study

Description

Ventura et al.'s game-based assessment measures learner persistence from log-derived time spent on unsolved problems during gameplay.

Components

• Observational challenge-task assessment of motivation with AFFEX-adapted emotion coding and project-developed task behavior codes: This assessment consists of five puzzle tasks and a trivia game adapted from Smiley and Dweck (1994), including impossible puzzles and failure-feedback trivia, videotaped and coded for emotion and task behavior. "Emotion (adapted from the AFFEX coding system; Izard, Dougherty, & Hembree, 1989) and task behavior states (a coding system developed for this project) were coded independently by student coding teams using The Observer XT software system." Children were continuously coded into seven mutually exclusive emotion states and three task behavior states, plus discrete events (pride, shame, frustration, hostility, help-seeking, competence). Reliability was established via intraclass correlations on 10% of tapes. (Berhenke et al. (2011))

Claims

• The GAP correlates with an independent performance-based persistence measure and with physics post-test scores, supporting construct validity [+M]
• The usefulness of the GAP depends on players being sufficiently challenged in the game [~M]
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates [+M]
• Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict [+M]

Related Products and Programmes

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Key Sources

• Ventura, M., Shute, V., & Small, M. (2013). Assessing Persistence in Educational Games. Design Recommendations for Intelligent Tutoring Systems - Volume 2: Adaptive Instructional Management. https://eric.ed.gov/?q=Assessing+Persistence+in+Educational+Games
• Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

Page metadata

Field	Value
type	product
id	game-based-assessment-of-persistence-gap
title	Game-based assessment of persistence (GAP)
description	Ventura et al.'s game-based assessment measures learner persistence from log-derived time spent on unsolved problems during gameplay.
status	review
product_kind	assessment
generated	by process:settle-candidates on 2026-10-16
trust	unverified — no one has confirmed this page's content

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