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The interest towards the introduction of Games‐Based Learning (GBL) in education is increasing. Using computer games to assist the learning process offers a wide range of possibilities inconceivable in a traditional classroom. Assessment of the learner during game‐play represents a key challenge for GBL. This task is time consuming and requires both technical and educational knowledge. However, careful consideration of the integration of assessment in GBL is crucial as assessment has a very important role in teaching and learning; it is essential for teachers to assess how much their students have achieved the learning goals of a lesson and learners rely on assessment to receive feedback on their work. This paper discusses the specification of a generalized assessment engine that could be integrated into any GBL application. This paper first reviews the literature on traditional assessment and approaches to assessment in GBL. Next, the paper analyses the characteristics of a range of existing GBL applications. Using these characteristics, the literature on assessment and the outline GBL assessment model proposed by Hainey et al. (2012), a refined assessment model is presented. Finally, based on the refined assessment model this paper proposes a specification for a generalised assessment engine, provides an outline design and discusses the implementation of this design. [ABSTRACT FROM AUTHOR]

The Scottish Social Services Council (SSSC) is the main regulatory body responsible for registering people who work in social services and is responsible for regulating their education and training. In Scotland there are currently 191, 000 social service workers who work with a variety of different people in a variety of different settings ranging from care home services for adults to early year settings such as nurseries and out of care clubs. Games-based Learning has developed a reputation with educationalists for being a potential form of supplementary learning and has been applied in a number of different subject areas. The current state of computer games technology allows the creation of games beyond that of 2D games or web-based eLearning games for increased engagement and immersion. It is therefore considered to be beneficial to use current computer games technology to create a realistic, 3D simulated practice environment for social and health care training. This paper will introduce a generic simulated practice environment developed in Unity for childhood practice training. The paper will describe the preliminary development of the games-based learning environment and discuss the implemented prototype. The paper presents an analysis of an expert evaluation that has been performed on this prototype and discusses future developmental directions. [ABSTRACT FROM AUTHOR]

The interest towards the introduction of Games‐Based Learning (GBL) in education is increasing. Using computer  games  to  assist  the  learning  process  offers  a  wide  range  of  possibilities  inconceivable  in  a  traditional  classroom.  Assessment of the learner during game‐play represents a key challenge for GBL. This task is time consuming and requires  both technical and educational knowledge. However, careful consideration of the integration of assessment in GBL is  crucial as assessment has a very important role in teaching and learning; it is essential for teachers to assess how much  their students have achieved the learning goals of a lesson and learners rely on assessment to receive feedback on their  work. This paper discusses the specification of a generalized assessment engine that could be integrated into any GBL  application. This paper first reviews the literature on traditional assessment and approaches to assessment in GBL. Next,  the paper analyses the characteristics of a range of existing GBL applications. Using these characteristics, the literature on  assessment and the outline GBL assessment model proposed by Hainey et al. (2012), a refined assessment model is  presented. Finally, based on the refined assessment model this paper proposes a specification for a generalised assessment  engine, provides an outline design and discusses the implementation of this design. [ABSTRACT FROM AUTHOR]

Games-based learning (GBL) is perceived by some educationalists as a highly motivating form of supplementary learning and is now being used more widely at different levels of education to engage pupils. In Scotland a new approach to education called the Curriculum for Excellence (CfE) has been introduced in schools with a focus on the child at the centre of the learning process to achieve optimum engagement. GBL is one of the experiences and outcomes of the CfE that has gained increasing popularity; however, one of the main difficulties with the approach is that there is a dearth of empirical evidence supporting its validity. This paper presents the combined findings of two surveys carried out in Scotland, one carried out in the Renfrewshire Council area and another in the Glasgow City Council area. The surveys were intended to gauge the current implementation of GBL in primary schools and particularly focused on the use of games, game creation tools and teachers' opinions on the benefits and obstacles of GBL within the CfE. A comparison of the two surveys is performed to ascertain if there are any significant differences in teacher attitudes to GBL between these regions. Overall, the combined result shows that, in general, the implementation of this approach is still limited, despite positive attitudes of teachers towards this approach. The obstacles faced by teachers when using this approach is discussed and suggestions to overcome these are proposed. The findings will contribute to the generation of empirical evidence in the field of GBL by providing important insights into the benefits, motivations, attitudes and obstacles from the teachers' perspective. [ABSTRACT FROM AUTHOR]

Games-based Learning (GBL) is developing a reputation with some educationalists as a useful supplementary approach for teaching and learning. Two important issues for GBL application developers and educationalists are how the learning is actually assessed within a GBL environment and how assessment is integrated into a GBL application. This paper presents the preliminary results of a systematic literature review on assessment integration in GBL and highlights the state of the literature in this area by outlining important papers to act as a guide for educationalists tackling this important issue. This paper defines assessment and discusses formative and summative assessment and embedded and external assessment, but is primarily interested in integrating assessment into games-based learning applications. A discussion of traditional assessment approaches and assessment approaches in GBL are presented. Finally the paper presents the preliminary findings of the literature review and proposes a model/framework for educationalists to incorporate assessment into a GBL application. [ABSTRACT FROM AUTHOR]

In Scotland, work has been done over the past six years to transform education towards a fresh approach to what, how and where young people learn. This new approach, known as the Curriculum for Excellence (CfE), has already been developing in primary schools and is now ready to be implemented in secondary schools. One of the teaching and learning approaches emphasised under CfE is the use of digital games-based learning (DGBL) technologies in classroom education. A survey was distributed to the teachers from 49 primary schools across Renfrewshire, Scotland intended to gauge the current use of computer games for learning at primary schools in Scotland and how such tools fit within the CfE from the teachers' perspective. This paper presents the findings on the trends identified from this survey in relation to the teachers' view and motivation towards DGBL. The survey found that problem-solving and recollection were identified as the two most important skills obtained from computer games that are relevant to primary education and challenge, curiosity, pleasure and cooperation were rated as the most important reasons for playing computer games for learning in primary school. The main motivation for teachers to use DGBL was because the students enjoy using this approach and the most important benefit of DGBL was that it transforms learning into a fun, motivating and engaging experience. In general teachers showed positive attitudes towards DGBL and Mann-Whitney U tests found no significant differences in the responses between teachers who used DGBL and those who did not use a DGBL approach with the exception of the obstacles faced when using DGBL. The findings from this research will make an important contribution to the empirical evidence of games-based learning particularly with regards to its application in primary school education. [ABSTRACT FROM AUTHOR]

Computer games are exceptionally popular and play an increasingly important role in the lives of children and adults. This popularity has captured the attention of educationalists interested to ascertain if the highly engaging features of computer games can be used to help people learn effectively. To properly develop computer games for learning it is important to have an appreciation of what motivates people to play computer games. This paper will present the results of a survey of students' motivations for playing computer games at Higher Education (HE) level and their views of what features of computer games may be useful for learning. The survey was performed at the University of the West of Scotland in March 2009. As well as presenting the results of the 2009 survey, the paper will draw comparisons on two identical previous studies performed in 2005 and 2007. The study will assess whether the game playing habits, motivations for playing computer games, motivations for playing computer games in a HE setting, attitudes and perceptions of students are consistent over a four year period. [ABSTRACT FROM AUTHOR]

A highly important part of software engineering education is requirements collection and analysis which is one of the initial stages of the Database Application Lifecycle and arguably the most important stage of the Software Development Lifecycle. No other conceptual work is as difficult to rectify at a later stage or as damaging to the overall system if performed incorrectly. As software engineering is a field with a reputation for producing graduates that are inappropriately prepared for applying their skills in real life software engineering scenarios, it suggests that traditional educational techniques such as role-play, live-through case studies and paper-based case studies are insufficient preparation and that other techniques are required. To attempt to combat this problem we have developed a games-based learning application to teach requirements collection and analysis at tertiary education level as games-based learning is seen as a highly motivating, engaging form of media and is a rapidly expanding field. This paper will describe the evaluation of the requirements collection and analysis game particularly from a pedagogical perspective. The game will be compared to traditional methods of software engineering education using a pre-test/post-test, control group/experimental group design to assess if the game can act as a suitable supplement to traditional techniques and asses if it can potentially overcome any shortcomings. [ABSTRACT FROM AUTHOR]