Challenges with measuring learning through digital gameplay in K-12 classrooms

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 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.