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A Comparative Study of in-Game and out-Game Assessment for Storyline-based Games

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

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Publication date13/08/2018
Host publicationProceedings of the 2018 IEEE International Conference on Learning Technologies
PublisherIEEE
Pages138-142
Number of pages5
ISBN (Electronic)9781538660492, 9781538660508
<mark>Original language</mark>English
EventIEEE International Conference on Learning Technologies -
Duration: 9/07/201813/07/2018

Conference

ConferenceIEEE International Conference on Learning Technologies
Period9/07/1813/07/18

Conference

ConferenceIEEE International Conference on Learning Technologies
Period9/07/1813/07/18

Abstract

Serious games have the potential to complement existing teaching methods by motivating and providing a more enjoyable experience for the players or by simulating events that would be otherwise difficult to reproduce in the classroom. Despite their potential, little is known about how the games could be used not only for teaching but also as assessment tools. This research addresses this gap. We present an in-game assessment method which assesses the learning objectives included in the game without the need for a separate intervention. We evaluate the proposed method and we show that there is no statistically significant difference in participants being assessed through a questionnaire outside the game and the integrated game assessment method. Moreover, we looked at whether the player experience has been affected by the changes needed in the game design and the players' preferences for different types of assessment. Most participants preferred being assessed through the game. They also felt that the assessment has overall improved their game experience.

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©2018 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.