Hainey, T., Connolly, T. M., Chaudy, Y., Boyle, E., Beeby, R., & Soflano, M. (2015). Assessment Integration in Serious Games. In Management Association, I. (Ed.), Gamification: Concepts, Methodologies, Tools, and Applications (pp. 515-540). IGI Global. doi:10.4018/978-1-4666-8200-9.ch025
This study focuses on addressing issues related to incorporating assessment in serious games. These issues are mainly about the type of assessment that will be adopted, whether it should be embedded in games or segregated, and which form of assessment should be used. At the beginning of the article, the authors provide some different types of assessment according to different categorisation, such as formative and summative assessment and embedded and external assessment. Then, the authors provide the results of a literature review from 31 previous studies that use different approaches to incorporate assessment to serious games. From the results, it can be seen that there are several approaches in incorporating assessment in serious games, such as monitoring of states-completion assessment, process assessment, teacher evaluation, quizzes, and peer assessment. The authors then provide the example of assessment integration in the serious games from the reviewed articles. For instance, they mention the use of quizzes in a game called CHERMUG. In this game, the form of assessment is multiple choices.
This study is significant because it provides an insight that the assessment aspect can be embedded in serious games. The results of this study may be useful for game designers as it gives various examples of assessment that have been embedded in serious games from previous studies. In my opinion, some examples of assessment forms that are provided in this study are interesting to be adopted in my instructional design context. For instance, the assessment form of Junior Doctor game can produce the report of gameplay. This record can prove whether or not the player doing the right steps or process. Another interesting assessment that can be identified from this study is the assessment from a serious game called Taiga Park. In this game, Bayesian networks are used to conclude how much the amount of knowledge and skills which students process based on his or her action. Therefore, this study expands my knowledge about assessment which can be added into serious games. However, the author of this study does not discuss which kind of assessment that most suitable to each genre of serious games. Moreover, as some of the assessment samples in this study are multiple-choice, it seems that it only assesses lower-order thinking such as remembering and recalling basic concepts according to Bloom’s Taxonomy. In my instructional design context, I will try to incorporate assessment form into serious games which can assess higher-order thinking.