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Making a Game of Troublesome Threshold Concepts

  • Kayleen WoodEmail author
Chapter
Part of the Advances in Game-Based Learning book series (AGBL)

Abstract

One of the most common challenges for game-based assessment (GBA) is the test of being pedagogically sound, that is the process of balancing game development, assessment, and the overall game experience. In an exploration of best practice and application of GBA in the classroom, it is first necessary to acknowledge where and what the classroom is now? It is the interface where students access and interact with the content. Also, what does GBA look like in this learner centred environment? It is assessment as learning, with the student as the connector between assessment and learning; they are active and engaged, and use formative classroom assessment to develop, practice, and analyse their own learning. This chapter shows the use of a gamified learning experience at the beginning of the learners’ higher education journey to embed and assess technical threshold concepts. The gamified learning experience employs game design of accounting and finance technical threshold concepts to improve user engagement, learning, and assessment outcomes. This is documented via a Gamification Alignment Table and a Gamification Alignment Model and uses a conversational framework to demonstrate GBA as learning.

Keywords

Assessment as learning Game-based assessment Troublesome threshold concepts Student engagement 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Southern Cross UniversityEast LismoreAustralia

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