Dirk Ifenthaler & Deniz Eseryel 
Assessment in Game-Based Learning 
Foundations, Innovations, and Perspectives

The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.

Table of Content

-Foundations of game-based assessment. – Are all games the same? –The role of construct definintion in the creation of formative assessments in game-based learning. –Games, learning and assessment. –Three things game designers need to know about assessment. –Technological and methodological innovations for assessing game-based learning. –Patterns of game playing behaviors as indicators of mastery. – Taking activity-goal alignment into open-ended environments: Assessment and automation in game-based learning. –Infomration trails: In-process assessment of game-based learning. – Timed report measures learning. –Driving assessment of students’explanations in game dialogue. –Assessing learning games for school content: A TPACK-PCARD framework and methodology. –Implementing game-based learning:The MAPLET framework as a guide to learner-centered design and assessment. – Innovative assessment technologies in educational games. –Realizing assessment in game-based learning. –Interactivity design and assessment framework for educational games to promote motivation and complex problem-solving skills. – Measurement principles for gaming. – Using institutional data to evaluate game-based instructional designs. – Examing students’ cultural identity and player styles through avatar drawings in a game-based classroom. – Measurement and analysis of learners’ motivation in game-based e-learning. – Assessment of students’ emotions in game-based learning. –Designing for participation in educational video games. – Computer games as preparation for future learning.

About the author

Dirk Ifenthaler’s research interests focus on the learning-dependent progression of mental models, complex problem solving, decision making, situational awareness, and emotions. He developed automated and computer-based methodologies for the assessment and analysis of graphical and natural language representations (SMD Technology, HIMATT, AKOVIA). Additionally, he developed components of course management software and an educational simulation games (DIVOSA, SEsim). He is also interested in the development of educational software and learning management systems (LMS) as well as technology integration into the classroom. Dr. Ifenthaler has published multiple books and book chapters as well as numerous articles in leading journals of the field. Dr. Ifenthaler is the current Fullbright Scholar in Residence at the Jeannine Rainboldt College of Education, University of Oklahoma.

Deniz Eseryel is an Assistant Professor in the Instructional Psychology & Technology Program at the University of Oklahoma. Her research focuses on issues related to learning, problem-solving, and expertise development in complex, ill-structured knowledge domains such as STEM. She is concerned with developing and evaluating new instructional approaches for advanced computer-based learning environments to facilitate development of complex learning and problem-solving outcomes.

Xun Ge is an Associate Professor with the Program of Instructional Psychology and Technology, Department of Educational Psychology, at the University of Oklahoma. She holds a Ph.D. in Instructional Systems from the Pennsylvania State University. Dr. Ge’s primary research interest involves scaffolding student complex and ill-structured problem solving and self-regulated learning through designing and developing instructional scaffolds, learning technologies, and open learning environments. Dr. Ge has published multiple book chapters and numerous articles in leadingjournals of the field, and she is recognized for the two awards – 2003 Young Scholar by Educational Technology Research & Development and 2004 Outstanding Journal Article by Association for Educational Communications and Technology.