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Two Justifications for Game-Based Assessement : An Introduction to GBA

Two Justifications for Game-Based Assessement : An Introduction to GBA. Thomas E Heinzen William Paterson University ASSESS 2014 KDD 2014 Bloomberg, NYC August, 2014. This presentation is like speed dating; I use images and bold print so you remember only what I want you to remember.

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Two Justifications for Game-Based Assessement : An Introduction to GBA

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  1. Two Justifications forGame-Based Assessement:An Introduction to GBA Thomas E Heinzen William Paterson University ASSESS 2014 KDD 2014 Bloomberg, NYC August, 2014

  2. This presentation is like speed dating; I use images and bold printso you remember only what I want you to remember.

  3. Two justifications for GBA in higher eduation that have been hiding in plain sight: 1. People love to be assessed. We develop our sense of self by comparing what we have to what others have: Social comparisons.

  4. 2. College is already a game. Points = G.P.A. Badges = Diploma Leaderboard = Relative feedback Positive emotions (joy) are denied until graduation day.

  5. Two Observations 1. GBA requires us to design more difficult courses.2. GBA uses chance as motivation (not error).

  6. Four Critical Definitions 1. Funis any intrinsically motivated, engaging activity. 2. Play is the exuberant expenditure of energy in aimless activities. 3. A game is a situation in which participants voluntarily try to overcome unnecessary obstacles (i.e. rules and goals). 4. Gamification is the application of game-based principles to non-game situations. (Players may not know that they are in a game.)

  7. Elements ofGame-Based Assessment 1. The assessment must be fun (including “hard fun” and “serious games”) so that we can a. measure peak performance; b. conduct comprehensive assessments. 2. The experience of failure must be motivating. 3. The assessment data must be psychometrically sound (reliable, valid, and actionable).

  8. Games are ancient.

  9. Game-play has been adaptive (are based in evolution).

  10. Games are inclusive, cross-cultural, social activities. Notice the level of spectator engagement in this game of hop scotch.

  11. Games are a big part of our present… In 2011, Cityville went from 0 to 100 million users in 41 days. Video gaming is a 66 billion dollar industry (double Hollywood); online sales will surpass retail sales this coming year (in 2013). China is the biggest online market. $8 billion was spent on supportive goods such as cyber seeds for Farmville. Games are NOT just about boys blowing stuff up: Sandbox (Minecraft) Building (Civilization, SimCity) Social Building (Farmville) MMOGs (World of Warcraft) Puzzles (Portal 2, Angry Birds) Vocabulary (Words With Friends)

  12. Games also are a big part of our future because… “We’re witnessing what amounts to no less than a mass exodus to virtual worlds and online game environments” (Economist Edward Castronova). The 10,000 Hour Principle has been at work for several years (Ericsson, Krampe, & Tesch-Romer, 1993). There are 500 million gamers who are “extraordinarily good at something” (Jane McGonigal’s TED talk).

  13. Why Now? • We have a growing base of students for whom playing games is the social norm. • Games are already connecting people through social media. • Game design is already being applied in non-game settings. Drivers who obey the speed enter a lottery funded by drivers who did not.

  14. The scientific foundation is growing. Ifenthaler, D., Eseryel, D., & Ge X. (2012). Assessment in game-based learning. New York: Springer. Kaya, T. (Nov. 7, 2010). A ‘Stealth Assessment’ Turns to Video Games to Measure Thinking Skills, Chronicle of Higher Education, https://chronicle.com/article/A-Stealth-Assessment-Turns/125276/ Shute, V. & Ventura, M. (2010). Stealth assessment: Measuring and supporting learning in video games. Cambridge, MA: MIT Press.

  15. Game-based research in psychology appears to be accelerating. Game-related terms: “game,” “game-based,” “gamer,” “gamification,” but not “gaming” or “game theory.”

  16. Increase factor in PsychInfo entries between 1975 and 2012:(Total: 29,538 to 173,184 vs. Game-Related: 127 to 1,527)

  17. More DVs: The TAPAS Guide to Automated Assessments TAPAS Time to respond. Accuracy of responses. Points earned (weighted based on data). Attempts (to measure persistence in some games) Send it all to a spread sheet (automatically) Item Analysis Individual Analysis Group Analysis

  18. A more informative leaderboard strengthens the feedback loop and can provide a rich information trail. Keishan(Week 1)

  19. Converting to GBA will be like switching from a manual to an automated inventory assessment (less work; more analysis).

  20. Some candid student assessments after a gamified statistics course through “fat” points, leveling up, and allowing choice.(I probably should have been offended.) • Trial and error were good. There was no real help along the way, but there were no consequences. • I like that we got to leave early if we learned all we needed to know for that week. • I liked having someone other than the professor teach me; it was much better. (!)

  21. When, if ever, did you experience something like an “epic win”? • When I began to be able to do the material and solve problems alone. • Whenever I finished a new level I felt that I accomplished it. • Completing the practice tests and doing them correctly. I inadvertently did several things well because ancillary benefits seem to flow out of good design.

  22. Ancillary benefits flow out of good design. • Allowing high achieving others to teach other students • Rewarding immediate achievement with immediate rewards (leaving early) • Giving them self-paced practice • Keeping their attention for four hours • Becoming more confident in the fairness of the tests, including when some students still deserved to fail

  23. The assessment process can be natural.

  24. Fun can be an effective assessment tool.

  25. Help Donny!(Testing Beliefs in Myths About Psychology) FairLawn, NJ Designed by Sam Richman (User Experience Strategist)

  26. As Donny’s therapist, indicate what you believe is the best science-based answer. Note the inappropriate use of the Freud couch by the game designer.

  27. “I’m getting such low grades that I don’t know how I made it this far. My father says I need to work on my self-esteem. Will building my self-esteem help me earn higher grades?”

  28. A) Sorry Donny. Building self-esteem has little to do with improving academic performance; study more.B) Your father is right, Donny. Raising your self-esteem will usually improve academic achievement. A B

  29. “While I’m taking tests sometimes I’m unsure of the answers. Should I go with my gut or would it be better to go back over the answers?”

  30. A) Stick with your first hunch; you can almost always trust your intuition. B) Go over the questions you are worried about and change them if you think another answer might be right. A B

  31. “Could I be doing so badly in my math classes because I’m left handed? If I am right brained then it would make math courses more difficult, right?”

  32. It’s true, people who are right brained usually lean more towards the arts, while you may not be great at math you are probably much more creative than other people if you are right brained. • Actually, the brain works in an integrated fashion and which hemisphere is dominant mostly doesn’t matter. You probably just need to study a little more. A B

  33. “I am sooooo angry, I just want to explode! I hate it. What should I do to get rid of this anger?”

  34. A) Try punching a pillow. It will help you blow off steam and redirect your anger so that you are less likely to actually harm anyone. B) Try listening to music or going for a walk. Distraction and self-control are the best ways to manage your anger. A B

  35. Two possible profiles of Donny based on the player’s advice: Profile 1: Donny is not doing well. His Quality of Life Score = 0. Profile 2: Donny is doing better. His Quality of Life Score = 5.

  36. Stinkin’ Thinkin’ A Critical Thinking Game 1 of 5 Story Boards

  37. The Job Interview (One of seven critical thinking assessments using everyday examples and classic experiments) Story Board 1.

  38. Stinkin’ Thinkin’ A newly graduated psychology major was running late for a job interview.

  39. Stinkin’ Thinkin’ So he rushed out to his brand new car,

  40. Stinkin’ Thinkin’ …turned the key and guess what?

  41. Stinkin’ Thinkin’ The car did not start.

  42. Stinkin’ Thinkin’ He felt discouraged...

  43. Stinkin’ Thinkin’ …so he started to think.

  44. Stinkin’ Thinkin’ How can I get my car to start?

  45. Stinkin’ Thinkin’ Before trying to start the car again, he asked a friend to use her mighty psychic powers…

  46. Stinkin’ Thinkin’ He also tried slamming the hood.

  47. Stinkin’ Thinkin’ …and putting the key into the ignition very, very slowly…

  48. Stinkin’ Thinkin’ After doing all these things, he turned the key again, and guess what…

  49. Stinkin’ Thinkin’ The car started!

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