Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic
n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Digital Culture & Education (DCE)
2016-03-01
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| Series: | Digital Culture & Education |
| Subjects: | |
| Online Access: | http://www.digitalcultureandeducation.com/uncategorized/jensen-html/ |
| _version_ | 1797329290162864128 |
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| author | Jennifer Jenson Suzzane de Castell Kurt Thumlert Rachel Muehrer |
| author_facet | Jennifer Jenson Suzzane de Castell Kurt Thumlert Rachel Muehrer |
| author_sort | Jennifer Jenson |
| collection | DOAJ |
| description | n this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning. |
| first_indexed | 2024-03-08T07:03:35Z |
| format | Article |
| id | doaj.art-467e569d89e046e18c07a00998cc70ce |
| institution | Directory Open Access Journal |
| issn | 1836-8301 1836-8301 |
| language | English |
| last_indexed | 2024-03-08T07:03:35Z |
| publishDate | 2016-03-01 |
| publisher | Digital Culture & Education (DCE) |
| record_format | Article |
| series | Digital Culture & Education |
| spelling | doaj.art-467e569d89e046e18c07a00998cc70ce2024-02-03T05:10:17ZengDigital Culture & Education (DCE)Digital Culture & Education1836-83011836-83012016-03-0181Deep assessment: an exploratory study of game-based, multimodal learning in EpidemicJennifer JensonSuzzane de CastellKurt ThumlertRachel Muehrern this study, we examine what and how intermediate age students learned from playing in a health-focused game-based digital learning environment, Epidemic. Epidemic is a playful interactive environment designed to deliver factual knowledge, invite critical understanding, and encourage effective self-care practices in dealing with viral contagious diseases, using a social networking interface to integrate both serious games and game-like multimodal design projects. Epidemic invites a playful approach to its deadly serious core concern – communicable disease – in order to see what happens when students are encouraged to critically approach information from multiple or contradictory perspectives. To identify what participants learned while interacting within Epidemic, we deployed two instructional and assessment models, noting the differences each instructional approach could potentially make, and what approach to assessment might help us evaluate game-based learning. We found that each approach provided importantly different perspectives on what and how students learned, and on the very meaning of student success. Recognizing that traditional assessment tools based in print-cultural literacy may prove increasingly ill-suited for assessing emergent multimodal literacies in game-based learning environments, this study seeks to contribute to a growing body of work on the development of novel assessments for learning.http://www.digitalcultureandeducation.com/uncategorized/jensen-html/educational assessmenteducational mediainteractive learning environmentsgame-based learningmultimodal literaciesserious play |
| spellingShingle | Jennifer Jenson Suzzane de Castell Kurt Thumlert Rachel Muehrer Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic Digital Culture & Education educational assessment educational media interactive learning environments game-based learning multimodal literacies serious play |
| title | Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic |
| title_full | Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic |
| title_fullStr | Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic |
| title_full_unstemmed | Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic |
| title_short | Deep assessment: an exploratory study of game-based, multimodal learning in Epidemic |
| title_sort | deep assessment an exploratory study of game based multimodal learning in epidemic |
| topic | educational assessment educational media interactive learning environments game-based learning multimodal literacies serious play |
| url | http://www.digitalcultureandeducation.com/uncategorized/jensen-html/ |
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