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Game-Informed Assessment for Playful Learning and Student Experience (Part II)
Journal of Classics Teaching Pub Date : 2020-12-10 , DOI: 10.1017/s2058631020000409
Maria Pavlou

The educational value of play has long been acknowledged. During recent decades, much attention has been paid to video games and the multifarious ways in which they can promote and enhance learning. My main objective in this study is to weave game principles, learning and the notion of playfulness into assessment principles, in an attempt to investigate how what I call ‘Game-Informed Playful Assessment’ (GIPA) can affect student learning and particularly students’ experienceoflearning. The GIPA was designed with a view to promoting students’ agency, autonomy, collaboration and playfulness, and was introduced in an undergraduate course on archaic Greek lyric poetry at a Greek-speaking university. My data was generated through in-depth interviews with ten of the students that attended the course. While the GIPA was favourably and even enthusiastically received by students, the research also brought to the fore several other issues that call for attention, such as the stress that innovative assessment may provoke in students and the readiness of students to be playful within an academic framework that typically contrasts serious work with playfulness and play in general.

中文翻译:

游戏式学习和学生体验评估(第二部分)

游戏的教育价值早已得到认可。近几十年来,电子游戏及其促进和增强学习的多种方式受到了很多关注。我在这项研究中的主要目标是将游戏原则、学习和游戏性的概念融入到评估原则中,试图研究我所说的“游戏知情游戏性评估”(GIPA)如何影响学生的学习,尤其是学生的体验学习。GIPA 旨在促进学生的能动性、自主性、协作性和趣味性,并在一所讲希腊语的大学的古希腊抒情诗本科课程中引入。我的数据是通过对参加该课程的 10 名学生的深入访谈生成的。虽然 GIPA 受到学生的好评甚至热情地接受,但该研究还提出了其他几个需要关注的问题,例如创新评估可能在学生中引起的压力以及学生在学术框架内玩耍的意愿这通常将严肃的工作与一般的嬉戏和玩耍进行对比。
更新日期:2020-12-10
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