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1.4 CHEMICAL SCIENCES, 1.6 BIOLOGICAL SCIENCES, 5.3 EDUCATIONAL SCIENCES
In this paper, an evaluative case study is detailed as an example of alternative reality game and scenario based assessments for learning. This pedagogic approach is evaluated and recommendations for practice offered. Integrating technology into the assessment process, and final student product, influenced the chosen pedagogy. The use of technology permitted this assessment approach to be adopted for a medium sized (n=40) student cohort. The use of wikis, eportfolios and digital reflective diaries were central to creating a learning environment that centralised the student and allowed them to construct and create their knowledge through scaffolded alternative reality games and scenarios. Additionally peer feedback/feedforward and peer review devolved the responsibility of learning to the students allowing the academic to facilitate and scaffold learning activities that aligned to this alternate assessment strategy.
Ryan, B.J. (2014). Play Hard, Work Harder. Game and Scenario Based Learning in Higher Education. Proceedings from the International Conference on Engaging Pedagogy. Athlone Institute of Technology, Athlone, Ireland. doi:10.21427/D7P90H