Serious games hold potential for fostering the acquisition of more
complex problem solving skills in professional practice. However,
until now the empirical evidence on these workplace learning
effects of serious games has remained rather scarce. Therefore
such games have hardly been adopted for assessment purposes.
This article argues why a validation method is needed that points
out and controls what and where learners are learning from games.
The core of the method entails mapping the learning activities on
the performance indicators and outputs, as derived from the
formal attainment levels in vocational education. In this study we
have elaborated and applied a validation method for the
development of a scenario-based assessment game for system
managers in (secondary vocational) education. The method
provides a general procedure, practical guidelines, and assessment
forms, that can be used beyond this educational context and
domain by those interested in more dynamic and motivating ways
to assess the acquisition of complex skills in workplace learning.
|Conference||6th International Conference on Computer Supported Education|
|Abbreviated title||CSEDU 2014|
|Period||1/04/14 → 3/04/14|
- serious games
- seamless assessment
- validation method
- game-based assessment