| Autor: |
Scoular, Claire, Awwal, Nafisa, Care, Esther |
| Předmět: |
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| Zdroj: |
Proceedings of the European Conference on Games Based Learning; 2016, Vol. 1, p584-588, 5p, 1 Color Photograph, 3 Charts |
| Abstrakt: |
With technological advancement, it is now possible to use games to capture information-rich student behaviours that reveal the processes by which students interact and solve problems. Recent problem-based games have been able to assess and record detailed interactions between the problem solver and the game environment, and thereby capture salient solution processes in an unobtrusive way (Zoanetti, 2010; Bennett et al., 2003). The Assessment and Teaching of 21st Century skills project presented an innovative approach for capturing salient solution processes through relevant responses (activities and communication patterns) within collaborative games (Griffin & Care, 2015). “Game player” or student response patterns are identified as behaviours that are indicative of skills and are captured in real-time game play within time-structured log files. The automated analysis of these log files allows for inferences to be drawn in regards to the efficiency and quality of student performance. The problem facing this approach is that game development is intricate, time consuming and expensive with unique scoring algorithms applied to each game. This paper presents rationale for template development for behaviour classification and game design. While efforts have been made in the field to identify collaborative behaviours from log files and generate a coding and scoring system (see Griffin & Care, 2015) there still remain gaps in design and measurement approaches. The design of the assessment template presented in this paper from conceptualisation to implementation centres on its generalisable application leading to cost and time efficiencies. A generalisable coding and scoring system for assessing students’ behaviours in games could provide sought after data from new and existing games. Findings from the study will be presented that indicate capacities of different games to capture the same skills. This paper presents a sustainable approach to assessment of learning through collaborative games situated in a problem solving context. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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