Women and computer games

HAL (Le Centre pour la Communication Scientifique Directe), 2017

This demonstration presents a gamifying use of a new assessment technology, the Peer Learning Assessment System (PeLe), in higher education. By implementing key elements from gaming in a traditional assessment practice, using new technology, students can gain a new understanding of what assessment in higher education could look like: engaging, exciting, interactive, fun and rewarding in terms of new learning experiences. Students will assume the role of players in small teams and acquire a sense of competing against other's teams through quiz-based testing. The students will respond to the quizzes using their own mobile devices. The students will automatically be rewarded points for correct answers and deducted points for wrong answers. Upon completion of the test, the results will be reviewed in a plenary session, where the teams will have the opportunity to close the gap between attained and desired achievements. The overall purpose is to combine the best from two separate research traditions, gaming and assessment, and facilitate more engaging assessment in higher education.

HAL (Le Centre pour la Communication Scientifique Directe), 2017

This demonstration presents a gamifying use of a new assessment technology, the Peer Learning Assessment System (PeLe), in higher education. By implementing key elements from gaming in a traditional assessment practice, using new technology, students can gain a new understanding of what assessment in higher education could look like: engaging, exciting, interactive, fun and rewarding in terms of new learning experiences. Students will assume the role of players in small teams and acquire a sense of competing against other's teams through quiz-based testing. The students will respond to the quizzes using their own mobile devices. The students will automatically be rewarded points for correct answers and deducted points for wrong answers. Upon completion of the test, the results will be reviewed in a plenary session, where the teams will have the opportunity to close the gap between attained and desired achievements. The overall purpose is to combine the best from two separate research traditions, gaming and assessment, and facilitate more engaging assessment in higher education.

Assessment & Evaluation in Higher Education, 2007

Alternative methods of assessing student knowledge are useful since assessment is increasingly being emphasized by administrators, accrediting agencies and legislators. A game (team) format to assess students' knowledge of course material was experimentally compared with the traditional format of testing a student who answers individually. Team-game scores were more often correct than individual scores in all comparisons. Team decisions, which involved cooperation within one's group while at the same time competing against other teams, were rarely the result of a single individual deciding on the team answer. Students preferred the game-assessment condition more and also perceived it as a more accurate measure of their course knowledge.

Technology-Based Assessments for …, 2011

This paper describes the characteristics of games and how they can be applied to the design of innovative assessment tasks for formative and summative purposes. Examples of current educational games and game-like assessment tasks in mathematics, science, and English language learning are used to illustrate some of these concepts. We argue that the inclusion of some aspects from gaming technology may have a positive effect in the development of innovative assessment systems (e.g., by supporting the development of highly engaging assessment tasks). However, integrating game elements as part of assessment tasks is a complex process that needs to take into account not only the engaging or motivational aspects of the activity but also the quality criteria that are needed according to the type of assessment that is being developed. 1992). We argue that to achieve these particular goals, several conditions need to exist: (a) students need to be motivated to learn, (b) students need to be provided with appropriate learning opportunities, and (c) an assessment system that provides educational stakeholders with information needed to keep the education system functioning appropriately should be in place. This assessment system should be

Assessment is the action through which a number of elements of knowledge of the students are compared to curricula standards. In the means used, it can remember knowledge tests performed in accordance with the cybernetic-scheme of learning process: INPUT-budget, the material bases, characteristics of students / teachers, social context, energy; PROCESS (all processes) - methodology, teachers' style, educational strategies, activities that influences the students; OUTPUT - students, acquisitions and operational information, skills acquired (knowledge, skills, aptitudes), energy consumption, teaching staff/ non-teaching staff with experience enriched but elderly, dynamic society. Assessment can be achieved through assessment tests: initial, continuously or final. To remove some subjective evaluation errors, loaded by the human factor, the present paper presents an online platform "Quizlet: Learning tools & flashcard". Advantages of “Quizlet” platform are to harness the knowledge, to allow anyone to learn through play. Computer games are the most powerful learning tool.

2012

Feedback is an essential process in regulating complex systems, and it can be found at every level and unit of an ef fi cient educational system, from macrolevels, including entire national education systems, to microlevels of learning processes, including computer games. Therefore, feedback is the overarching concept that helps to explain and interpret the role of assessment in educational games. Feedback involves collecting and processing information about the actual state of a system represented by some key variables and comparing it to certain prede fi ned standards or normative data. Collecting information may involve a number of means, but for assessing some key target variables of education (e.g., students' knowledge and skills), testing has been considered as the most objective and reliable way. Feedback which is used by the learner is considered the most important, distinctive attribute of formative assessment (Taras, 2005). For almost a century, paper-and-pencil tests have been used for educational assessment, but since the emergence of the fi rst computers, they have been used for testing students' knowledge as well. Currently, computerized testing, or more generally, technology-based assessment (TBA) is the most rapidly developing area of educational evaluation (Csapó, Ainley, Bennett, Latour, & Law, 2012). Computerized educational games, on the other hand, focus on teaching, but to maximize their functionality, several assessment mechanisms are embedded in the games to control the learning processes and guide students through the learning

2018

In recent years, the use of gamification in various software application areas is commonly used with success. Gamification is a technique of using game rules, designs and mechanics in non-game applications. Educational testing is an area that can benefit from this technique. It can help motivate, engage and encourage learners to participate in problem-solving and testing. In this research in progress, we propose a gamified peer-testing system called "The Tower of Questions", in the form of a web-based tower defense game. Tower defense games are a subgenre of strategy games commonly found in computer, mobile, and consolebased platforms. Our game is a question and answer game that the students will play with each other. Towers will be created and given to the students each time they ask questions. The students will then attack other students' towers by answering those questions. This will continue until all the towers have either been defended or conquered. We believe this testing system will engage students in testing each other constructively and challengingly.

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18), 2018

The so-called game-based learning strategies are based on introducing games in the classrooms to improve aspects such as student performance, concentration and effort. Currently, they provide a very useful resource to increase the motivation of university students, generating a better atmosphere among peers and between student and teacher, which in turn is generally translated into better academic results. However, the design of games that successfully achieve the desired teaching-learning objectives is not a trivial task. This work focuses on the design of games that allow the assessment of ICT-related university subjects. Specifically, four different games are proposed, all based on student participation in teams. After undertaking a preliminary evaluation of the different games, and observing the results obtained in different subjects taught by different teachers, the advantages and disadvantages of each game are discussed. This preliminary study will thus serve as an starting point for a more exhaustive study on the designed games, by including an statistical analysis considering the time variable (results in different academic courses).

2015

The community of learning scientists is increasingly valuing games and gamebased learning environments to engage players and learners in their pursuits. In higher education, instructors, especially those who teach game-related topics, attempt to incorporate game principles into the course activities and assessments, and found their efforts motivational for students. I argue that participating in gameful assessments and activities are important for teachers, not only to explore new ways of designing learning experiences, but also to better understand the gaming context of young people they work with. This paper introduces the design of a course that engaged graduate students in the concepts and practices of game-based learning. Specifically, I discuss the design of using avatars and gaining experience points as part of their course activities and assessments mediated by a social media technology, and how learners were engaged in the course in a gameful manner.

In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.). Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 3-10). New York: Springer, 2012

Looking at the historical synopsis of games, an antagonism between games and work is noticeable. However, another important question is present: How can a game be beneficial for life? Games are classified as fully recreational games, serious games for informal context, serious games for formal context, and as assessment games. However, the implementation of assessment features into game-based learning environments is only in its early stages because it adds a very time-consuming step to the design process. Basically, assessment for game-based learning is distinguished between game scoring, external, and embedded assessment. Strength and weaknesses of assessment methodologies are discussed. The chapter concludes that intelligent assessment of game-based learning will be the challenges for the 21st century instructional designers and serious games developers.