<abstract xmlns="http://www.w3.org/1999/xhtml"><p> As continually greater attention is given to the processes of gamification, the dimension pertaining to evaluation must also be focussed on the purpose of avoiding ineffective forms of banalisation. In reference to the evidence-based approach proposed by Mayer and in highlighting its possibilities and limits, an experiment is herein presented related to teacher training, in which we attempt to unite some traits of the processes of gamification to a first evaluation screen. The data obtained, if they seem on the one hand, indicate an overall positive perception on the part of the attendees, on the other though, they indicate forms of resistance and of saturation with respect to both the excessively competitive mechanisms and the peer evaluation procedures.</p></abstract>

As continually greater attention is given to the processes of gamification, the dimension pertaining to evaluation must also be focussed on the purpose of avoiding ineffective forms of banalisation. In reference to the evidence-based approach proposed by Mayer and in highlighting its possibilities and limits, an experiment is herein presented related to teacher training, in which we attempt to unite some traits of the processes of gamification to a first evaluation screen. The data obtained, if they seem on the one hand, indicate an overall positive perception on the part of the attendees, on the other though, they indicate forms of resistance and of saturation with respect to both the excessively competitive mechanisms and the peer evaluation procedures.

Observations on the perspectives and limits of the evidence-based approach in the evaluation of gamification processes

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

As continually greater attention is given to the processes of gamification, the dimension pertaining to evaluation must also be focussed on the purpose of...

Observations on the perspectives and limits of the evidence-based approach in the evaluation of gamification processes

Publié en ligne: 19 févr. 2016

Pages: 42 - 47

DOI: https://doi.org/10.1515/rem-2015-0015

Mots clés
educational game, evaluation methods, teacher training

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Observations on the perspectives and limits of the evidence-based approach in the evaluation of gamification processes

Publié en ligne: 19 févr. 2016

Pages: 42 - 47

DOI: https://doi.org/10.1515/rem-2015-0015

Mots cléseducational game, evaluation methods, teacher training

© 2016

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
educational game, evaluation methods, teacher training