Is Game-based Assessment Effective in K-12 Classrooms?

Children love video games. 91% of school-aged children (ages 2 – 17) in the US play

electronic games. In today's world, the more comfortable children are with technology, the better

equipped they will be to stay on top of it. In our increasingly digital world, we can leverage their

use for instructional purposes. A study at NYU found that gaming encourages students to become

more engaged in their learning and to become confident about their skills. But can we use them

in assessment as well? The answer is yes, and it is called game-based assessment.

Game-Based Assessment

Game-based assessment refers to using video games or interactive simulations to evaluate

an individual's skills, knowledge, or abilities. In contrast to traditional assessment methods like

tests or quizzes, game-based assessments utilize the fun and interactive aspects of games to

measure the proficiency of students in a specific area. Games provide learners with more
examples to practice compared to traditional methods. In traditional practice, the teacher sets up

examples beforehand, but in digital practice, the computer generates numerous examples. The

computer can repeat concepts with different examples for those who need more practice or

generate more challenging examples for quick learners. Additionally, digital practice offers

immediate feedback, whereas traditional practice requires students to wait until they measure a

few items before getting feedback from the instructor. For example, apps like Duolingo provide

bite-sized lessons with interactive exercises, check the learner’s progress, and curate the lessons

as per their need.

Another boon of using interactive game tools for assessment in classrooms is that they

require zero setup. Students can open a browser, practice, and just close the browser. Therefore,

teachers can offer students practice on the fly if a lesson runs short or if individual students finish

their work early. In addition, absent students can practice at home. Since several studies have

shown that achievement is linked to application and repeated practice, the ability to have

students practice measuring skills at a moment’s notice potentially could lead to students getting

more practice despite the constraints of the overfilled school day.

Challenges

In a study conducted in 32 Ontario classrooms, the researchers faced challenges in

studying how students learn with digital games in K-12 classrooms. Understanding how students

connect the game used in the classroom to the curriculum involved considering previous, current,

and future learning experiences across different subjects. If we see digital games as just one of

many tools supporting learning in a diverse curriculum, we need to account for how students

draw meaning from various educational resources. It's difficult to attribute assessment only to a
specific medium, like a digital game. Creating and using game-based assessments can be

challenging for teachers who try to bring digital games into the classroom. Designing these

assessments can be tedious, as it takes a lot of time and resources, and most teachers are not too

enthusiastic about it. The whole process is complicated, time-consuming, and needs fancy

statistical skills that many educators don't really have.

Even though digital games are just a bit over 50 years old, they have become incredibly

popular around the world, both economically and culturally. People's attitudes toward games

have changed, and now they are seen as a valuable form of entertainment and more. Now, the

current research on games is broader and recognizes that games are a cultural and social activity

that affects how we see the world. Even though digital games can be used for teaching and

learning, there are difficulties in using them for assessment. Creating assessments based on tasks

in intricate learning environments like digital games can be challenging. But as the world gets

more digitalized, the education system and the assessment strategies will change as well.

As an international educator who aspires to work in Ontario classrooms, I believe game-

based learning and assessment have a huge potential. As many studies have shown, using games

helps in the active participation of students. I am sure that the challenges that we face regarding

the game-based assessment can be overcome soon. I am confident that game-based assessment

will help a lot for students with exceptionalities. In the near future, we can expect to see students

completing their homework through digital gameplay.

References

 Kneer, J. (2018, June 7). Grow up, level up, and game on; Evolving Games research.

Editorial | Media and Communication.

https://www.cogitatiopress.com/mediaandcommunication/article/view/1566/764 .

 Hébert, C., Jenson, J., & Fong, K. (2018). Challenges with Measuring Learning through

Digital Gameplay in K-12 Classrooms. Media and Communication, 6(2), 112–125.

https://doi.org/10.17645/mac.v6i2.1366

 Udeozor, C., Abegão, F. R., & Glassey, J. (2023). Measuring learning in digital games:

Applying a game‐based assessment framework. British Journal of Educational

Technology. https://doi.org/10.1111/bjet.13407

 Murray, C. (2014, September 8). Do Students Benefit from Game-Based Learning?

[#Infographic]. Technology Solutions That Drive Education.

https://edtechmagazine.com/k12/article/2012/10/do-students-benefit-game-based-

learning-infographic

 Carpenter, J. (2019). Digital Tools in the Classroom: Measuring the Effectiveness.

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 Buckley, J., Colosimo, L., Kantar, R., McCall, M., & Snow, E. (2021). Game-based

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