Download full text
(17.49Mb)
Citation Suggestion
Please use the following Persistent Identifier (PID) to cite this document:
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-57818-6
Exports for your reference manager
Challenges with measuring learning through digital gameplay in K-12 classrooms
[journal article]
Abstract
Videogames have long been lauded for their potential to increase engagement and enhance learning when used in classrooms. At the same time, how to best evaluate learning presents challenges, especially when the game does not have standardized assessments built-into it and when games are taken up in ... view more
Videogames have long been lauded for their potential to increase engagement and enhance learning when used in classrooms. At the same time, how to best evaluate learning presents challenges, especially when the game does not have standardized assessments built-into it and when games are taken up in a wide variety of ways in quite diverse contexts. This article details the use of a geography game to support learning in 32 diverse classrooms in Ontario, Canada, alongside challenges with evaluating student learning using a game that did not have a built-in assessment system. In total, 795 students participated in the study. Classroom observations and interviews with teachers were triangulated with student pre and post evaluations. Results demonstrated that students did learn from gameplay, as demonstrated through multiple choice and short answer change scores in the pre to post evaluation, despite variations in duration of play and how the game was integrated in the classroom more generally.... view less
Keywords
playing; video; digitalization; computer game; learning; school
Classification
Interactive, electronic Media
Curriculum, Teaching, Didactics
Document language
English
Publication Year
2018
Page/Pages
p. 112-125
Journal
Media and Communication, 6 (2018) 2
Issue topic
Games matter?: current theories and studies on digital games
DOI
https://doi.org/10.17645/mac.v6i2.1366
ISSN
2183-2439
Status
Published Version; peer reviewed