"No Fun Games": Engagement Effects and Favorable Elements of Two Gameful Assessment Prototypes

• In Event: Poster Session 1
  In Poster Session: Issues in Assessment Development and Practice in Public School Classrooms

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 grade 3-5 students and 14 teachers in a Midwestern US elementary 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 paper concludes by discussing opportunities for continued iteration and innovation in gameful assessment design.

Authors

• Meg A Guerreiro, Northwest Evaluation Association

• Chase Nordengren, NWEA