Assessment Integration in Serious Games

Assessment Integration in Serious Games

Thomas Hainey (University of the West of Scotland, UK), Thomas M. Connolly (University of the West of Scotland, UK), Yaëlle Chaudy (University of the West of Scotland, UK), Elizabeth Boyle (University of the West of Scotland, UK), Richard Beeby (University of the West of Scotland, UK) and Mario Soflano (University of the West of Scotland, UK)
Copyright: © 2014 |Pages: 25
DOI: 10.4018/978-1-4666-4773-2.ch015
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Abstract

Serious Games (SG) are developing a reputation with some educationalists as a useful supplementary approach for teaching and learning. Two important issues for SG application developers and educationalists are how the learning is assessed and how assessment is integrated into a SG application. This chapter presents the results of a systematic literature review on assessment integration in SG and highlights the state of the literature in this area by outlining important papers to act as a guide for educationalists tackling this important issue. This chapter defines assessment and discusses formative and summative assessment and embedded and external assessment. A discussion of traditional assessment approaches and assessment approaches in SG are presented along with a discussion of existing frameworks for the integration of assessment into a SG application. The chapter presents a number of examples of assessment in serious games.
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Learning Outcomes And Assessment

Learning Outcomes

According to the European Qualifications Framework (EQF) (Education and Culture DG, 2008) learning outcomes means statements of what a learner knows, understands, and is able to do on completion of a learning process. They are defined in terms of knowledge, skills and competence:

  • Knowledge: Means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that are related to a field of work or study. In EQF, knowledge is described as theoretical and/or factual;

  • Skill: Means the ability to apply knowledge and use know-how to complete tasks and solve problems. In EQF, skills are described as cognitive (involving the use of logical, intuitive or creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools or instruments);

  • Competence: Means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In EQF, competence is described in terms of responsibility and autonomy.

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