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Game-based Learning Across the DisciplinesSerious Games as Assessment Tools: Visualizing Sustainable Creative Competence in the Field of Retail

Game-based Learning Across the Disciplines: Serious Games as Assessment Tools: Visualizing... [Serious games are garnering popularity in learning environments and as assessment tools. We propose a summative assessment of a serious game as an assessment tool by merging assessment standards with serious game mechanics. To this end, we apply instructional design components with a focus on the evidence-centered game design approach (ECgD). Simultaneously, we introduce a different approach to game design and the traditional chain of effects toward competence assessment. Our leading questions are: how can the competences be operationalized and translated into game mechanics? Through which serious game mechanics can we prompt players to act in typical domain-specific situations and show their sustainable creative competence? How and through which statistical models can we match the observed competence of players with the intended competence model formulated a priori? To answer these questions, we developed the domain-specific serious game MyBUY to assess the sustainable creative competence (SC competence) of young adults in Vocational Education and Training in the field of retail and sales. By matching the intended competence (theoretical model) while playing the serious game with the SC competence (empirical model), we found that the models were highly compatible. Further confirmation is given by the results of questionnaires on usability, cognitive load, and motivation. Our results affirm the need for future studies to apply our algorithm to design domain-specific serious games as competence assessment tools and extend data collection and data analytics procedures in longitudinal studies.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Game-based Learning Across the DisciplinesSerious Games as Assessment Tools: Visualizing Sustainable Creative Competence in the Field of Retail

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References (84)

Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
ISBN
978-3-030-75141-8
Pages
109 –140
DOI
10.1007/978-3-030-75142-5_6
Publisher site
See Chapter on Publisher Site

Abstract

[Serious games are garnering popularity in learning environments and as assessment tools. We propose a summative assessment of a serious game as an assessment tool by merging assessment standards with serious game mechanics. To this end, we apply instructional design components with a focus on the evidence-centered game design approach (ECgD). Simultaneously, we introduce a different approach to game design and the traditional chain of effects toward competence assessment. Our leading questions are: how can the competences be operationalized and translated into game mechanics? Through which serious game mechanics can we prompt players to act in typical domain-specific situations and show their sustainable creative competence? How and through which statistical models can we match the observed competence of players with the intended competence model formulated a priori? To answer these questions, we developed the domain-specific serious game MyBUY to assess the sustainable creative competence (SC competence) of young adults in Vocational Education and Training in the field of retail and sales. By matching the intended competence (theoretical model) while playing the serious game with the SC competence (empirical model), we found that the models were highly compatible. Further confirmation is given by the results of questionnaires on usability, cognitive load, and motivation. Our results affirm the need for future studies to apply our algorithm to design domain-specific serious games as competence assessment tools and extend data collection and data analytics procedures in longitudinal studies.]

Published: Aug 3, 2021

Keywords: Vocational Education and Training (VET); Sustainability in retail and sales; Serious games; Assessment; Motivation; Cognitive load; Usability

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