Authors:
Hugo Huurdeman
1
;
Hans Hummel
1
;
Rob Nadolski
1
;
Giel van Lankveld
1
;
Konstantinos Georgiadis
1
;
Johan van den Boomen
2
;
Hub Kurvers
3
;
Petra Neessen
2
;
Ron Pat-El
4
and
Aad Slootmaker
3
Affiliations:
1
Faculty of Educational Sciences, Open Universiteit, Valkenburgerweg 177, Heerlen, The Netherlands
;
2
Faculty of Management, Open Universiteit, Valkenburgerweg 177, Heerlen, The Netherlands
;
3
Expertisecentrum Onderwijs (ECO), Open Universiteit, Valkenburgerweg 177, Heerlen, The Netherlands
;
4
Faculty of Psychology, Open Universiteit, Valkenburgerweg 177, Heerlen, The Netherlands
Keyword(s):
Serious Games, Analytical Rubrics, Formative Assessment, Monitoring Dashboard, Complex Skills, Workplace-Based Online Learning.
Abstract:
Complex skills, such as analytical thinking, are essential in the rapidly changing society of the 21st century. An ongoing question is how to teach these complex skills in higher education. Serious games hold potential to stimulate the acquisition of analytical skills. Rubrics are proven feedback and evaluation instruments, but have never been directly integrated into the gameplay of serious games. This position paper discusses how the novel integration of analytical rubrics into serious games may fill this gap. We discuss our approach for this integration and illustrate it using an implementation of analytical rubrics into an existing scenario-based serious game. The discussed approach involves creating theory-informed rubrics, performing validated mappings of rubric elements to game activities and the formulation of appropriate reflective feedback. In addition, we outline the design and implementation of a player-facing dashboard to allow players to track their progress, in-game pe
rformance in terms of analytical skills and to receive reflective feedback. Finally, we provide a brief outlook to an ongoing evaluation study examining the effectiveness of the integration of rubrics into serious games.
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