About this paper

Appears in:
Pages: 1354-1361
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.1308

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain


M. Videnovik1, A. Madevska Bogdanova2, V. Trajkovik2

2Ss Cyril and Methodius University, Faculty of Computer Science and Engineering (MACEDONIA)
By using games, new and powerful ways of learning in the classrooms can be created, where students are active participants in the learning process. Educational games empower students’ knowledge and skills, as well as educational value of the teaching process. There are plenty of serious games that can be used in education, but most of them are simply not fun for the students. Thus, the students do not really consider them as games, which creates opposite effect than expected. There are other factors that influence the successful game's integration in the classroom. Some of them are: teachers’ digital competences, technical (pre)requirements for the game, educational value of the game.
This paper presents methodological tool based on evaluation framework for the integration of games into education. The evaluation framework uses different data gathering techniques such as: surveys, exams, observation, reflection in order to obtain data. The methodological tool is simplified version of evaluation framework, developed to act as a subjective, but efficient tool for teachers in order to make initial evaluation of the potential introduction of certain educational game in the classroom.

The tool establishes step by step methodology for evaluation of educational games. It starts with determining the technical requirements of a game, accordance to students' age and teachers' digital competences needed to play it in classroom. If these conditions are met, the game evaluation continues by determining game's ease of use, its educational value, students' Quality of Experience, game’s alignment with educational goals and teacher subjective attitudes toward using the game in the classroom.
The proposed methodology was tested by more than 60 teachers from from Croatia, Macedonia, Norway, Estonia, Germany and Poland. The teachers were asked to evaluate at least two educational games using the methodological tool. One of those game was Kahoot, a popular game within the teachers’ community. Kahoot is quiz based game that can be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode. The other game was selected by teachers based on their needs and experiences.

Using a survey with five-point Likert scale, information concerning teachers’ attitudes towards usefulness of the methodology, its complexity, applicability in the classroom, and usefulness for evaluation of a game were obtained. The participants had the opportunity to give comments and express their opinion concerning proposed methodology.

The detailed description of developed methodological approach, together with the use cases and results of the survey on usage of the methodological evaluation tool will be presented in the paper.
author = {Videnovik, M. and Madevska Bogdanova, A. and Trajkovik, V.},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.1308},
url = {https://dx.doi.org/10.21125/iceri.2018.1308},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {1354-1361}}
AU - M. Videnovik AU - A. Madevska Bogdanova AU - V. Trajkovik
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.1308
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 1354
EP - 1361
ER -
M. Videnovik, A. Madevska Bogdanova, V. Trajkovik (2018) SERIOUS GAMES EVALUATION METHODOLOGY, ICERI2018 Proceedings, pp. 1354-1361.