“I Forgot I Wasn’t Saving the World”: the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco J.; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

doi:10.1007/s10956-017-9701-5

Cited by 9 publications

(4 citation statements)

References 23 publications

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“…Game-based learning aligns with adult learning principles as it encourages active participation, develops skills such as communication, critical thinking, and problem-solving, and fosters communication and motivation while providing emotional engagement (Ritvanen, 2021). Researchers (Koivisto et al, 2017;Lookadoo et al, 2017;Metha et al, 2017;Nietfeld et al, 2014;Severengiz et al, 2018;Shapiro et al, 2014) have described numerous benefits that align with adult learning, namely: engagement in complex topics, constant interaction with material, fun and enjoyment, the simulation of real-life experiences, promotion of self-regulated learning, active engagement, immediate feedback, personalized learning, collaboration, and knowledge retention.…”

Section: Game-based Learning For Adultsmentioning

confidence: 99%

“…In summary, this experience provided for several of the known benefits of escape rooms that align with adult learning, namely: engagement in a complex real-life topic, constant interaction with material, fun, and enjoyment, active engagement, immediate feedback, and collaboration (Lookadoo et al, 2017;Koivisto et al, 2017;Metha et al, 2017;Nietfeld et al, 2014;Severengiz et al, 2018;Shapiro et al, 2014). The application of the advice of Cohen et al (2020b) and Davis et al (2022) in the design of the escape room clearly resulted in a positive learning experience and the opportunity to reflect (Collins, 2004;Knowles, 1970;Pallis & Quiros, 2014) and debrief (Davis et al 2020), and provided some insight into the experience.…”

Section: Feelmentioning

confidence: 99%

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Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

Lubbe,

Wolvaardt,

Turner

et al. 2024

ASRHE

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Misinterpretation or ignorance of institutional policies in higher education can lead to inconsistencies and legal risks, particularly concerning assessments. In response, we introduced an innovative approach to engage faculty and administrative staff in understanding the institution's policies related to assessments. We implemented a Ludic pedagogical strategy by transforming assessment-related policies into an interactive escape-room challenge. This themed workshop applied adult-learning theory, was developed based on recommended escape-room guidelines, and immersed staff in multiple policy documents, encouraging cognitive, behavioural, affective, and sociocultural engagement. Assessment policies were integrated into a fictitious narrative with puzzles to promote self-directed (heutagogy) and cooperative learning. The escape-room challenge was conceptualised as a single intrinsic case study that used postcards written by participants as data after successfully 'escaping' the room. These postcards served as reflective tools containing participants’ insights regarding the experience. Thematic analysis was conducted on the postcards, supported by visual data. The workshop yielded a central theme of 'A Whole-Body Human Experience,' reflecting cognitive, affective, and behavioural engagement. The escape room harnessed the interactive nature of games to ensure teamwork, motivation, communication, and problem-solving skills. The workshop, rooted in adult learning principles and designed according to accepted guidelines, effectively engaged participants in learning about assessment policies through an immersive escape-room experience. The diverse expressions of newfound knowledge, emotional engagement, and intentions to alter practices and processes confirm escape rooms as a suitable strategy for faculty development.

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Section: Game-based Learning For Adultsmentioning

confidence: 99%

Section: Feelmentioning

confidence: 99%

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

Lubbe,

Wolvaardt,

Turner

et al. 2024

ASRHE

View full text Add to dashboard Cite

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“…show that a five-point grading system with vague indicators is traditional and does not satisfy modern educational needs (Müller et al, 2017;Cencelj et al, 2019;Guo and Yan, 2019;Kim, 2019). A multi-point system is conventional, but different countries practice different points; the most optimal, in authors' opinion, is the letter designation of achievements, which means a certain number of points (Haber and Mitchell, 2017;Lookadoo et al, 2017;Buchholtz et al, 2018;Sagimbaeva et al, 2019). Kazakhstani school education is being developed in accordance with the State Program for the Development of Education of the Republic of Kazakhstan for 2011-2020.…”

Section: Evaluation Systems In Different Countriesmentioning

confidence: 99%

Criteria-Based Assessment as the Way of Forming Students Functional Literacy in Computer Science

Avdarsol¹,

Rakhimzhanova²,

Bostanov³

et al. 2020

PTQ

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For a long time, the primary approach to assessment was the normative approach when the individual achievements of students were compared with a particular norm (the results of most students). Recently, domestic pedagogical research has been developing a criteria-based approach to assessing academic achievement when students' achievements are compared with the amount of knowledge that needs to be acquired at a particular stage of training. This study aimed to determine the role of criteria-based assessment in the formation of students functional literacy in computer science and to build a criteria-based assessment model in the development of functional literacy beyond to demonstrate the effectiveness of the methods of formation of students functional literacy in computer science. The leading research methods were the criteria-based assessment methodology developed by the authors and the method of formative assessment. Some elements of the methodology of forming evaluation were considered. For further development of the methods for the formation of students functional literacy in computer science, a criteria-based assessment model has been built. The introduction of criteria-based assessment will allow to switch to a formative evaluation aimed at developing student competence. The evaluation, consisting of criteria that a student understands, stimulates him and makes the learning process meaningful. Based on practical experiments and the proposed criteria-based assessment, the effectiveness of methods for the formation of students functional literacy in computer science has been proved.

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“…The issue of feedback in learning has received considerable critical attention. There have been several related studies about the importance of feedback in some subjects, for example, in Mathematics (García-López & García-Mazarío, 2016), Biology (Lookadoo, Bostwick, Ralston, Elizondo, Wilson, Shaw et al, 2017), Chemistry (Van Horne, Curran, Smith, VanBuren, Zahrieh, Larsen et al, 2018), English academic writing (Ma, 2018), Physics (Đorić, Lambić & Jovanović, 2019), and other subjects. Some studies showed that providing feedback is essential to motivate students to learn (Li, Wong, Yang & Bell, 2020;Nurfitri, Rozimela & Refnaldi, 2019).…”

Section: Introductionmentioning

confidence: 99%

Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept

Suryadi

Kusairi

2021

J. Technol. Sci. Educ.

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Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's knowledge of a concept before providing feedback are rarely disclosed. This study aims to develop computer-assisted formative feedback (CAFF) based on students’ cognitive resources. Besides, this study also intends to determine student perceptions related to the use of CAFF. This current study involved two experts as advisers in the development process and 31 high school students who acted as participants in the pilot phase. CAFF could identify the students’ cognitive resources and then provided interactive feedback to students based on it. Therefore, it will be beneficial to associate students’ prior knowledge with scientific concepts. Instead of giving feedback by showing whether or not students' answers are correct, displaying the exact concept text, or providing general instructions to the right concept, CAFF presents feedback by showing students' cognitive resources then followed by the interactive explanation associated with specific cognitive resources. Students shared positive perceptions about the program. Cognitive resource diagnoses and forms of feedback in the CAFF model can be further developed on more nuanced topics.

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“I Forgot I Wasn’t Saving the World”: the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

Cited by 9 publications

References 23 publications

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

Escaping the Assessment Maze: Navigating Policies through an Interactive Fictitious Experience

Criteria-Based Assessment as the Way of Forming Students Functional Literacy in Computer Science

Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept

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