1 Danube-University Krems (AUSTRIA)
2 University of Malta (MALTA)
About this paper:
Appears in: INTED2023 Proceedings
Publication year: 2023
Pages: 1323-1329
ISBN: 978-84-09-49026-4
ISSN: 2340-1079
doi: 10.21125/inted.2023.0379
Conference name: 17th International Technology, Education and Development Conference
Dates: 6-8 March, 2023
Location: Valencia, Spain
There is little doubt that the shift from offline- to online learning environments goes hand in hand with an increasing use of gamification- and game-based learning strategies. The potential benefits of digital game-based learning (GBL) applications and strategies have been explored thoroughly (Annetta 2010; Bers 2010; Koenig, Pfeiffer and Wernbacher 2014), as have their limitations (Wagner 2009; Linderoth 2010). Today’s students grow up as digital natives who are basically using digital media from early childhood years according to Prensky (2012), and games, gamification and game-based strategies are at the core of many digital media experiences. The impact of digital games on cognitive, motivational, behavioral, social and affective outcomes has been examined in various studies. (Green and Bavelier 2007; Gee 2007; Tüzün et al. 2009).

However, games are at the verge of becoming significant elements in the educational sector not only as enablers of effective learning experiences: in recent years, the assessment of learning processes through gamified and game-based means has also become a growing trend (Bezzina 2015) that promises to transform the educational sector even further.

With this paper we would like to present different categories of game-based learning and assessment and evaluate when decentralized databases (blockchain technologies) can be usefully integrated as a method for storing learning outcomes.
Game based learning, gamification, assessment, blockchain.