Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play.
Background: Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way. Objective: Rubrics are proven assessment and evaluation in...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 5; pp. 2150 - 2166 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=181038779&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 181038779 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2024 vid: 40 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 181038779 177390346 181038779 181038779 10.1111/jcal.12998 181038779 ppf: 2150 ppct: 16 formats: tig: atl: Gamebrics: Design, implementation and practical evaluation of analytical rubrics in serious game play. aug: au: Hummel, Hans G. K. Nadolski, Rob Huurdeman, Hugo van Lankveld, Giel Georgiadis, Konstantinos Slootmaker, Aad Kurvers, Hub Hummel, Mick Neessen, Petra van den Boomen, Johan Pat‐El, Ron Fischmann, Julia affil: Faculty of Educational Sciences, Open University, Heerlen, The Netherlands sug: subj: Gamification Evaluation Clinical Assessment Tools Evaluation Learning Methods Skill Acquisition Competency Assessment Students, Medical Human Female Male Randomized Controlled Trials Random Assignment Experimental Studies Questionnaires Feedback Pretest-Posttest Control Group Design Problem Solving Professional Competence Critical Thinking Comparative Studies Instrument Construction Dashboard Systems Descriptive Statistics Coefficient alpha Data Analysis Software Wilcoxon Rank Sum Test Chi Square Test Funding Source Female Male ab: Background: Complex skills, like analytical thinking, are essential in preparing students for future professions. Serious games hold potential to stimulate the online acquisition of such professional skills in an active and experiential way. Objective: Rubrics are proven assessment and evaluation instruments, but were never directly integrated into actual gameplay. We present our approach towards the integration of analytical rubrics into gameplay, the implementation into existing (scenario‐based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback). Method: Our experimental research setup randomly allocated 84 participating students into either a control group or an experimental group. The intervention for the control group consisted of an existing serious game with natural feedback as part of the scenario, supporting the gameplay itself. The intervention for the experimental group also provided an additional dashboard with reflective feedback, monitoring the acquisition of analytical skills through gameplay. Learning growth through gameplay was measured by pre‐/post‐test scores on a knowledge test, in‐game performance by means of computer logging, and appreciation of the dashboard and feedback by means of a questionnaire. Results and Conclusions: Participants receiving reflective feedback show higher learning increases (on a pre‐/post‐knowledge test), and more efficient gameplay behaviour (on performance scores). Participants receiving reflective feedback feel more confident about competence development. These findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills. Lay Description: What is already known about this topic: Serious games hold potential to stimulate the online acquisition of complex professional skills in an active and experiential way. Analytical thinking is an important professional competence.(Analytical) Rubrics are proven formative assessment and evaluation instruments, also to support the acquisition of professional complex skills, like analytical thinking. What this paper adds: (Analytical) Rubrics were never directly integrated into actual gameplay. This article presents a content validation approach towards the integration of analytical rubrics for analytical thinking into gameplay.The article furthermore presents the actual implementation of tooling into existing (scenario‐based) serious games, and main findings from a study on learning effects and appreciation of the tooling (dashboard with progress information and reflective feedback). Implications for practice and/or policy: Participants receiving the dashboard information indeed show higher learning growth, and more efficient gameplay behaviour.Students appreciate the dashboard, which makes them more confident about their competence development.Both findings appear promising for this approach on integrating formative assessment in serious gameplay to support the acquisition of complex skills. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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