Game based learning design

Psychometric design projects involving game based learning design are another speciality of Rob Williams Assessment Ltd.

Game based learning

Since 2017 we have been leading the psychometric test design input to the MindX design team for their game based learning assessment (GBA) tools. This has continued since the HireVue takeover of the MindX company in May 2018.

The digital assessment supplier Hire Vue, with their cutting-edge cognitive ability mini-game tests, are the leading worldwide supplier of game based assessment. For entry talent, for graduate assessment and for more manager assessment.

Using game based assessments for learning

Game based learning is a speciality of Rob Williams Assessment and our specialist educational site School Entrance Tests.

Since 2017 we have been leading the psychometric test design input to the MindX design team for their game based learning assessment (GBA) tools. This has continued since the HireVue takeover of the MindX company in May 2018.

The digital assessment supplier Hire Vue, with their cutting-edge cognitive ability mini-game tests, are the leading worldwide supplier of game based assessment. For entry talent, for graduate assessment and for more manager assessment.

Our HireVue Case Study Work

Game based assessments for graduates

GBAs are becoming a core component of many graduate recruitment recruitment schemes. For example Accenture, Deloitte and Unilever’s graduate recruitment schemes.

Games-based assessments are the future I   GradWeb  I  April 6, 2016

Time to reboot the gamification of recruitment Daniel Howden | June 7, 2017

Using games for graduate selection – what’s the score?  I  Managing Director, Arctic Shores

High Volume Recruiters’ use of game based assessment

Going digital is the future of candidate assessment  I  Alexander Mann  I Mar 8 2017

Gamification in Recruiting: It’s Becoming More Fun to Apply for a Job  I  April 04, 2016

The Future of Psychometric Testing in the Workplace: Testing in a Digital Era – Gaming types

Games as Personality Profiling Tools  I  Van Lankveld, Spronck, Van den Herik, and Arnoud Arntz

Can we reliably measure the general factor of intelligence (g) through commercial video games? Yes, we can!

Psychometric Considerations in game based assessment

Digital Assessment – Game Based Learning

More Than Just a Dream: How Real Teachers Use GBA Every Day

Designing assessments for a digitalised world | Cambridge Assessment

E-assessment – Cambridge Assessment

Digital literacy is just code… for cultural illiteracy | Cambridge Assessment

MindX – Entry Talent Sifting

Our Case Study Work with Hire Vue GBA 

Instructional technology design timeline

Introducing game based learning into games

The implementation of assessment features into game-based learning environ- ments is only in its early stages because it adds a very time-consuming step to the design process.

Additionally, the impact on learning and quality criteria (e.g., reliability and validity) of technology-based assessment systems are still being questioned.

Closely related to psychological and educational assessment of games is the requirement for adequate and immediate feedback while playing a game. It is considered to be any type of information provided to learners.

Feedback plays a particularly important role in highly self-regulated game-based learning environments because it facilitates the development of mental models and schemata, thus improving expertise and expert performance.

Not only do new developments in com- puter technology enable us to dynamically generate simple conceptual models and expert representations, but also direct responses to the learner’s interaction with the learning environment.

Nevertheless, dynamic feedback within a game-based learning environment presupposes a reliable and valid educational assessment.

Types of game based assessment

Basically, we distinguish between (1) game scoring, (2) external, and (3) embedded assessment of game-based learning.

First, game scoring focuses on targets achieved or obstacles overcome while playing the game. Another indicator for game scoring is the time needed for com- pleting a specific task.

Second, external assessment is not part of the game-based environment. It is realized through (de-)briefing inter- views, knowledge maps or causal diagrams, and test scores based on multiple-choice questions or essays.

Third, embedded or internal assessment is part of the gameplay and does not interrupt the game. Rich data about the learner’s behavior while playing the game are provided by clickstreams or log-file.

Another promising embedded assessment technique is information trails, which is a series of event markers deposited within any game at certain intervals over a period of time.

While assessment after learning in a game-based environment often focuses on the outcome, it may neglect important changes during the learning process. Accordingly, instructors and teachers can only compare the indi- vidual outcome with previous outcomes, check against other learners or experts.

Still, this assessment method does not allow conclusions on the cause of a possible incorrect result. Did the learner not understand the task? Was the task too difficult? A matter of motivation? In addition, an educa- tional assessment after playing the game cannot involve instant feedback while playing the game.

Game based learning process

In contrast, assessment while learning in a game-based environment mostly focuses on the process. The benefits of this assessment method are manifold.

Firstly, assessing learners while playing a game will provide detailed insights into underlying learning processes.

Secondly, tracking motivational, emotional, and metacognitive characteristics while playing a game will help us to better under- stand specific behavior and the final outcomes.

Thirdly, immediate feedback based on the embedded or stealth assessment can point to specific areas of difficulties learners are having while playing the game.

Finally, assessment of clickstreams could point out strengths and weaknesses of the game design.

Intelligent assessment of game-based learning will be the challenges for the twenty-first century instructional designers and serious games developers. This edited volume will provide a first insight into the future developments of game- based assessment.

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