Serious games to assess students
This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our “Business Games” module for the master's degree in “Innovation” at the Tunis Engineering School. The second experiment involved students...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-04-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844024052101 |
| _version_ | 1797205979899625472 |
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| author | Hedia Mhiri Sellami |
| author_facet | Hedia Mhiri Sellami |
| author_sort | Hedia Mhiri Sellami |
| collection | DOAJ |
| description | This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our “Business Games” module for the master's degree in “Innovation” at the Tunis Engineering School. The second experiment involved students enrolled in our “Introduction to Data Science” module of the master's degree in “Data Sciences” at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year. |
| first_indexed | 2024-04-24T08:59:44Z |
| format | Article |
| id | doaj.art-7842c19f4797414e8ef1efa16e84bb21 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-24T08:59:44Z |
| publishDate | 2024-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-7842c19f4797414e8ef1efa16e84bb212024-04-16T04:09:44ZengElsevierHeliyon2405-84402024-04-01108e29179Serious games to assess studentsHedia Mhiri Sellami0Smart Lab, Institut Supérieur de Gestion de Gestion de Tunis, Université de Tunis, TunisiaThis paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our “Business Games” module for the master's degree in “Innovation” at the Tunis Engineering School. The second experiment involved students enrolled in our “Introduction to Data Science” module of the master's degree in “Data Sciences” at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year.http://www.sciencedirect.com/science/article/pii/S2405844024052101GamesEvaluation methodologiesInterdisciplinary projectsTeaching/learning strategies |
| spellingShingle | Hedia Mhiri Sellami Serious games to assess students Heliyon Games Evaluation methodologies Interdisciplinary projects Teaching/learning strategies |
| title | Serious games to assess students |
| title_full | Serious games to assess students |
| title_fullStr | Serious games to assess students |
| title_full_unstemmed | Serious games to assess students |
| title_short | Serious games to assess students |
| title_sort | serious games to assess students |
| topic | Games Evaluation methodologies Interdisciplinary projects Teaching/learning strategies |
| url | http://www.sciencedirect.com/science/article/pii/S2405844024052101 |
| work_keys_str_mv | AT hediamhirisellami seriousgamestoassessstudents |