戏子败国

看了电视节目单里众多的娱乐性综艺节目，心里突然觉得寒冷。这现象怎么像“戏子败国”的情节呢？

此时此刻国家更需要的是科研科技的发展，让全民投身于国家建设的活动当中。

Assessment for Game-based Learning

How to assess learners' performance in game-based learning (GBL)?

This is still an issue concerned by quite a lot of academics and practitioners of GBL. Herewith some of the assessment approaches and methods which can be used by GBL researchers or practitioners:

Approach 1: Objectivism

1.1 criterion-referenced assessment, assessing content knowledge acquisition 

1.2 creativity assessment, assessing novelty, quantity, practicality and aesthetics

Approach 2: Relativism 

2.1 norm-referenced assessment

2.2 ipsative assessment 

Approach 3: Subjectivism

3.1 coding for themes, qualitative assessment of theme matching, e.g. digital tagging (Kapros et al, 2016)

3.2 coding for narrative, qualitative assessment of players' accounts, e.g. blogging 

3.3 heuristic assessment 

Approach 4: Emotivism

4.1 affective domain of learning, 5 levels of engagement / 5 degrees of attitude 

4.2 levels of satisfaction, quantitative rating or ranking of feeling

4.3 levels of satisfaction, qualitative accounts of feeling

4.4 levels of player-centric emotion, measuring the size of eye pupils for visceral level emotion

Formative assessment and summative assessment are two major temporal assessment 

Irish Conference of GBL

I am attending the 6th Irish Conference of GBL in Trinity College Dublin.

Derek was the keynote speaker today. He shared his experience and passions in promoting GBL in Scotland. Too bad, he said the Consolarium was closed down. Luckily, he hadn't given up.

He is still using games in classrooms. Nonetheless, one thing worried me: how about the attainment of intended learning outcomes? And whether the targeted learners were made aware of what the intended outcomes of GBL or not?

After years of promoting and practicing GBL myself, I believe that there is a need to make intended learning outcomes explicit. Else, teachers and students might not be using games at the right time and use the right approach. After all, teachers are accountable for students' attainment of learning outcomes and experience.

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In the first parallel session, I noticed a skewed usage of one reward type, which might lead to gambling instead of game playing. Also, I mentioned the need to afford teachers in doing Gamification and practicing GBL for them to enjoy teaching using games.

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During the break session, I spoke to Judith Gordon, the owner of Money Coach (MOCO) Ltd. Judith is designing a finance education game. She is forming a team to gamify and develop the game. I shared the five-steps of gamification for education with her, and she said she will introduce my book in Malay to her relatives in Malaysia. Thank you!

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Michael shared the idea of smart analytics for personalized learning analytics through LEA's box. Knowledge space theory (grey theory and the colorful theory) he is working on in Graz University of Technology.