Titlebook: Game-Based Assessment Revisited; Dirk Ifenthaler,Yoon Jeon Kim Book 2019 The Editor(s) (if applicable) and The Author(s), under exclusive

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Assessing Learning ,, ,, and , Games Revisited: A Heuristic for Emerging Methods and Commercial Off-ic, emergent, and complex. In response to these advancements, considerable effort has been applied to understand how people learn from, with, and within game-based environments. Scientists continue to expand the perspectives and views on humans and their interactions with systems like video games. F

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Summative Game-Based Assessment design frameworks from these fields are connected and disconnected. The purpose of this chapter is to extend what has been developed and learned about formative game-based assessments (GBAs) into summative assessment practices. The objective is to answer questions about design principles, good or b

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Stealth Assessment Embedded in Game-Based Learning to Measure Soft Skills: A Critical Reviewes. Numerous studies indicate that well-designed digital games integrated in learning settings can perform both entertainment and educational purposes. Many educators have adopted digital games for building active and engaging learning environments to enhance students’ learning outcomes. However, ga

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Intrinsic Motivation in Game-Based Learning Environmentsonal constructs have been investigated. Within this literature, there has been particular emphasis paid to the construct of intrinsic motivation. However, wide variation in the operationalization of intrinsic motivation as well as the employment of numerous brief and unstandardized questionnaires in

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A Provisional Framework for Multimodal Evaluation: Establishing Serious Games Quality Label for Use h. This chapter depicts an attempt of the Serious Games Association in establishing a provisional framework of multimodal evaluation that can be used to generate quality labels for serious games, particularly in the training and talent development sector. This chapter aims to juxtapose components of

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Scaffolding and Assessing Teachers’ Examination of Games for Teaching and Learning 14 pre-service teachers’ knowledge and skills for game-based learning (GBL) around 3 focal areas, namely, game analysis, game integration, and ecological conditions. The chapter illustrates how formative and summative assessments were created using the GaNA framework (a) to support participating pr