Book chapter
Making a Game of Troublesome Threshold Concepts
Game-Based Assessment Revisited, pp.301-325
Advances in Game-Based Learning, Springer International Publishing
06/11/2019
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Abstract
One of the most common challenges for game-based assessment (GBA) is the test of being pedagogically sound, that is the process of balancing game development, assessment, and the overall game experience. In an exploration of best practice and application of GBA in the classroom, it is first necessary to acknowledge where and what the classroom is now? It is the interface where students access and interact with the content. Also, what does GBA look like in this learner centred environment? It is assessment as learning, with the student as the connector between assessment and learning; they are active and engaged, and use formative classroom assessment to develop, practice, and analyse their own learning. This chapter shows the use of a gamified learning experience at the beginning of the learners’ higher education journey to embed and assess technical threshold concepts. The gamified learning experience employs game design of accounting and finance technical threshold concepts to improve user engagement, learning, and assessment outcomes. This is documented via a Gamification Alignment Table and a Gamification Alignment Model and uses a conversational framework to demonstrate GBA as learning.
Details
- Title
- Making a Game of Troublesome Threshold Concepts
- Creators
- Kayleen Wood - Southern Cross University
- Publication Details
- Game-Based Assessment Revisited, pp.301-325
- Series
- Advances in Game-Based Learning
- Publisher
- Springer International Publishing; Cham
- Identifiers
- 991013022534302368
- Copyright
- © Springer Nature Switzerland AG 2019
- Academic Unit
- Management; Faculty of Business, Law and Arts
- Language
- English
- Resource Type
- Book chapter