“No Fun Games”: Engagement Effects of Two Gameful Assessment Prototypes

Abstract

Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school. Using mixed methods, it finds higher satisfaction for students taking gameful assessments, and conflicting attitudes from teachers regarding the impact of gameful assessments on students' intrinsic motivation and desire to learn. The article concludes by discussing opportunities for continued iteration and innovation in gameful assessment design. (Keywords: gaming; gameful assessment; mixed methodology)

Additional information

Notes on contributors

Meg Guerreiro

Meg Guerreiro is a Research Scientist with NWEA in Portland, Oregon, U.S.A, where she works with prototyping technology initiatives in educational assessment. Her research interests include mixed methodology within the context of e-learning and educational measurement and assessment, the impact of STEM initiatives on K-12 teaching and learning, and self-efficacy and cognitive engagement for marginalized populations. Her primary work includes performance-based tasks, measurement of non-academic skills, and the use of innovative technology within assessment. Please address correspondence to Meg Guerreiro, NWEA, 121 NW Everett St, Portland, OR 97209, USA. E-mail: [email protected]

Chase Nordengren

Chase Nordengren is a Research Scientist with NWEA in Portland, Oregon, U.S.A, where he directs qualitative and mixed methods research at the intersection of assessment, curriculum and instruction. His work includes primary research, program evaluation, and methodological design on NWEA assessments, related services, and assessments in active development.