Game-Based Assessment Framework for Virtual Reality, Augmented Reality and Digital Game-Based Learning

Autor/inn/en	Udeozor, Chioma; Chan, Philippe; Russo Abegão, Fernando; Glassey, Jarka
Titel	Game-Based Assessment Framework for Virtual Reality, Augmented Reality and Digital Game-Based Learning
Quelle	In: International Journal of Educational Technology in Higher Education, 20 (2023), Artikel 36 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glassey, Jarka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s41239-023-00405-6
Schlagwörter	Educational Technology; Computer Simulation; Computer Games; Evaluation Methods; Student Evaluation; Test Construction; Laboratory Safety; Engineering Education; College Students + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Schulnote; Studentische Bewertung; Testaufbau; Ingenieurausbildung; Collegestudent
Abstract	Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01