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

Strategy · All strategies
Evidence · no claims cited

Description¶

The article concludes that gameful assessment design should continue to be iterated and improved. Given higher student satisfaction but "conflicting attitudes from teachers", the authors "discuss[] opportunities for continued iteration and innovation in gameful assessment design". This positions design refinement, rather than wholesale adoption, as the practical next step for assessment developers.

Design Implications¶

Context¶

Requirements¶

• Design teams must attend to both student engagement evidence and teacher perceptions

Constraints¶

• Teacher concerns about intrinsic motivation and desire to learn remain unresolved in the current prototypes

Target Learners¶

• Grades 3–7 students

Target Learning Goals¶

• Student engagement and motivation during assessment

Related Strategies¶

Examples¶

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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/