Design GBA according to educational needs and game features, integrating ECD by identifying competences, deciding on evidence, and designing in-game tasks¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review recommends that practitioners "design GBA according to their educational needs and game features", and that researchers consider integrating ECD when crafting GBAs "by identifying the competences needed to be assessed and predicted, deciding on the evidence required for competence prediction, designing in-game tasks to collect evidence, and finalizing task types, numbers and sequences". This approach is said to enable collection of valid evidence throughout gameplay for inferring genuine learning performances.

Design Implications¶

Context¶

Requirements¶

• Explicit information about game features and assessment details embedded in games, matching the review's inclusion criteria

Constraints¶

• The review notes practitioners often hesitate to implement GBAs due to lack of knowledge on balancing game design and assessment without compromising gamified features

Target Learners¶

• Educators and designers across disciplines employing GBA in subject teaching

Target Learning Goals¶

• Aligning in-game assessment design with targeted subject knowledge and competencies

Affordances¶

• Ecd Framework Game Based Assessment

Related Strategies¶

• Use GBA data to identify perfunctory game moments and redesign them as reflective practices embedded in game-flow

Examples¶

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Key Sources¶

• Su, F., & Zou, D. (2024). A systematic review of game-based assessment in education in the past decade. Knowledge Management & E-Learning, 16(3), 451–476. https://doi.org/10.34105/j.kmel.2024.16.021