Abstract
Game-based learning is varied and so are the assessments and methods used to determine what is learned with games. The author used two studies conducted in different settings to illustrate the role of technological pedagogical content knowledge (TPACK) and play, curricular activity, reflection, and discussion (PCaRD) in game-based learning. In the first project in an after-school study in a computer lab, 26 middle school students played a game for 7 weeks. Assessments were created using a game analysis based on TPACK to examine learning and motivation TPACK allowed for the creation of assessments that focused on the content in a game and highlight the genre effect on pedagogy in gameplay. In the second study conducted with 21 high school learners, TPACK played the same role; however, PCaRD was used to integrate the game into a classroom. The integration process included the previously developed assessments for learning and motivation. Whereas TPACK provides a lens to analyze digital games for pedagogy and content, PCaRD provides a pedagogical model for integrating games into learning settings. This has implications for designers of games, teachers using games, and researchers studying games for learning.
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Acknowledgments
It is with gratitude that the author thanks the School District of Philadelphia and the High School students involved in the class and study for their support in advancing research on games and learning. The author also extends his gratitude to the upper elementary and middle school students in Study 1 for their support. Finally, the author thanks Mamta Shah, Laeeq Khan, and Tae Shin for their feedback on the paper.
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Foster, A. (2012). Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology. In: Ifenthaler, D., Eseryel, D., Ge, X. (eds) Assessment in Game-Based Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3546-4_11
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