The problem with testing for abstraction

...students learn by doing. Testing for abstraction on an exam can’t be the only way we’re evaluating student learning. If I had taken an exam on leadership in World of Warcraft, I would have likely failed, because the way I was engaged was through the practice of performing the leadership, not by talking or quizzing on it. Thought leader within the game-based learning movement, James Paul Gee, refers to this type of learning as “Situated and Embodied Learning,” where the learning is evident by the product. Productive gaming experiences should be the core of game-based learning, creating a wealth of memories to draw upon, tempered by a teacher to guide, and inspired and challenged beyond the confines of these productive experiences. Students will challenge and encourage each other, but a class with games needs a thoughtful teacher that can tease out the explicit from implicit learning that the gameplay provides.

Notes:

Teambuilding & Leadership Embedded in Play Conor O'Malley

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 How to Teach with Games
Books, Brochures, and Chapters>Book:  O'Malley, Conor and Salguero, Miranda (2016), How to Teach with Games, Retrieved on 2017-03-15
  • Source Material []
  • Folksonomies: game-based learning