Game-based assessment framework for virtual reality, augmented reality and digital game-based learning

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.

Measuring learning in digital games: Applying a game‐based assessment framework

“…In this paper, the application of the game-based assessment framework (GBAF) to the design of assessments for a pre-existing game is presented. Following the introduction of the GBAF and its application to the design of assessment for a new VR game (Udeozor, Chan, et al, 2023), the current paper shows how the GBAF can be applied to the design of two types of assessments around a pre-existing game. Using familiar concepts in traditional classroom assessment designs, the GBAF offers a simpler process for designing…”

“…Underpinned by the evidence-centred design framework (Almond et al, 2003;Mislevy et al, 2003) and the principles of constructive alignment (Biggs, 2003), the GBAF offers a user-friendly and structured approach to assessment design (for detailed design considerations, cf. Udeozor, Chan, et al, 2023). Designed for educators, the GBAF consists of five components that must be aligned for effective assessment: the overall objectives, learning outcomes, game tasks, scoring metrics and grading methods as shown in Figure 1.…”

“…Recently, an educator-targeted game-based assessment framework (GBAF) was proposed for designing and implementing assessments for immersive learning (Udeozor, Chan, et al, 2023). The GBAF was developed specifically for educators who are interested in the use of immersive technologies for classroom teaching, but who lack the experience needed to design assessment tasks for measuring learning in such complex environments.…”

“…The GBAF was developed specifically for educators who are interested in the use of immersive technologies for classroom teaching, but who lack the experience needed to design assessment tasks for measuring learning in such complex environments. The application of the GBAF to the design and implementation of assessments for a VR game and a computer game has been demonstrated (Udeozor, Chan, et al, 2023;Udeozor, Dominguez Alfaro, & Glassey, 2023). As external assessment methods are still prevalent in applications exploring immersive technologies, the use of the assessment framework is extended to the design of MCQs and essay assessments for a computer game in this paper.…”

The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment

“…These games find extensive application across various subject areas, encompassing language learning, mathematics, science, humanities, and social sciences. They serve as valuable supplements to classroom teaching and assume a vital role in diverse educational settings such as independent learning, supplementary teaching, and personalized education [3].…”