Advertisement

Savegame pp 55-67 | Cite as

Blockchain Technologies and Their Impact on Game-Based Education and Learning Assessment

  • Alexander PfeifferEmail author
  • Nikolaus Koenig
Chapter
Part of the Perspektiven der Game Studies book series (PEGAST)

Abstract

New problems emerge as digital space becomes not only a space for teaching and learning, but also for evaluating learning success and for storing and exchanging learning credentials. The paper discusses two strains of innovative education: (1) the merging of game-based learning with the game-based assessment of learning success and (2) the use of blockchain-based technologies to enable the secure storage and exchange of educational credits and learning credentials. First, different strategies of combining learning and assessment are distinguished, and the concept of “Integrated Game-based Learning/Assessment (GBL/A)” is introduced as the most promising, but also the most challenging form of game-based assessment. As moving already sensitive data like educational credits and learning credentials to digital environments heightens the need for security and trust even further, the paper takes a closer look at blockchain-based technologies and their promise to deliver secure and transparent storage of data, while at the same time giving users control over how this data is used in a specific context. The potential of blockchain-based technologies in the educational sector is discussed and put in relation to GBL/A. And finally, this potential (and probable success) of blockchain-based technologies is pointed out as a strong argument to strive, in good time, for an “Ethics of permanent storage.”

Keywords

Game-based Learning Game-based assessment GBL/A Blockchain eEducation Ethics of permanent storage 

References

  1. Annetta, Leonard A. 2010. The “I’s” have it: A framework for serious educational game design. Review of General Psychology 14 (2): 105–112.CrossRefGoogle Scholar
  2. Bers, Marina Umaschi. 2010. Let the games begin. Civic playing in high-tech consoles. Review of General Psychology 14:147–153.CrossRefGoogle Scholar
  3. Bezzina, Stephen. 2015. “Transforming Assessment Through Games. The Design, Development and Evaluation of a Game-Informed Assessment Framework using Digital Assessment Technologies.” Game-informed assessment. Dissertation. http://gameinformedassessment.com/. Accessed 22 Oct 2019.
  4. Gee, James Paul. 2007. What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
  5. Grech, Alex, und Anthony F. Camilleri. 2017. Blockchain in education. Luxemburg City: JRC Science Hub.Google Scholar
  6. Green, Shawn, und Daphne Bavelier. 2007. Action-video-game experience alters the spatial resolution of vision. Psychological Science 18 (1): 88–94.CrossRefGoogle Scholar
  7. Koenig, Nikolaus, Elexander Pfeiffer, and Thomas Wernbacher. 2014. Gaming media and their application in educational practice – An interactive toolkit for teachers. Proceedings of the 6th Conference on Game-based Learning (ECGBL). Berlin.Google Scholar
  8. Kraemer, Sybille. 1998. Medien – Computer – Realität: Wirklichkeitsvorstellung und Neue Medien. Frankfurt: Suhrkamp.Google Scholar
  9. Lamport, Leslie, Robert Shostak, and Marshall Pease. 1980. Reaching agreement in the presence of faults. Journal of the Association for Computing Machinery 27.Google Scholar
  10. Lamport, Leslie, Robert Shostak, and Marshall Pease. 1982. The Byzantine generals problem. SRI International.Google Scholar
  11. Linderoth, Jonas. 2010. Why gamers don’t learn more. An ecological approach to games as learning environments. Proceedings of DiGRA Nordic: Experiencing Games: Games, Play, and Players. Stockholm.Google Scholar
  12. Prensky, Marc. 2012. From digital natives to digital wisdom: Hopeful essays for 21st century learning. Thousand Oaks: Corwin Press.CrossRefGoogle Scholar
  13. Tüzün, Hakan, Meryem Yilmaz-Soylu, Türkan Karakus, Yavuz Inal, und Gonca Kizilkaya. 2009. The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education 52 (1): 68–77.CrossRefGoogle Scholar
  14. Wagner, Michael. 2009. “Serious Games: Spielerische Lernumgebungen und deren Design.“ Didaktische Szenarien des Digitalen Game Based Learning. Research report, Danube University, Krems.Google Scholar

Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019

Authors and Affiliations

  1. 1.KremsAustria

Personalised recommendations