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iRubric: Educational Game Scoring Rubric

iRubric: Educational Game Scoring Rubric

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Educational Game Scoring Rubric 
Legal Research
Use this rubric to score an educational game.
Rubric Code: W227CB7
By rmachaka
Ready to use
Public Rubric
Subject: English  
Type: Assignment  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Criterion
Scoring Points
  Excellent

25

(N/A)

Good

15

(N/A)

Average

10

(N/A)

INSUFFICIENT

5

(N/A)

Clear Learning Objectives

This is a list of the things of the things that students should be able to do once they have finished playing the game. Objectives are specific and measurable (James, 2020)
Excellent

- Objectives are easily accessible.
- Objectives are clear and easy to understand
-Objectives are specific and measurable.
-Objectives use verbs that can be observed and measured.
Good

- Objectives are easily accessible.
- Objectives are clear and easy to understand.
-Objectives are verbs that can be observed and measured.
Average

-Objectives are easily accessible.
-Objectives are clear and easy to understand.
-Objectives are measurable but are not specific
INSUFFICIENT

- Objectives are not easily observable.
- Objectives are not measurable.
-Objectives are non specific and not clear and easy to understand.
Game is Built in Levels

The game starts off with easy questions and as the student passes a level, the next level is more challenging.
Excellent

- Game starts with easy questions on first level.
- The questions on each level are of uniform difficulty.
- The increase in difficulty is steady and evenly paced
-The questions get more difficult as the levels progress.
Good

- Game starts with easiest questions on first level.
- The questions get more difficult as the levels progress
- The questions on each level are of uniform difficulty.
Average

- Game starts with easiest questions on first level.
-The questions get more difficult as the levels progress.
- The questions on each level are not of uniform difficulty.
INSUFFICIENT

- The questions are arranged on levels.
- Easiest questions do not come first.
- The questions do not get more difficult as levels progress.
Grabs and Maintains Attention

The game has to attract the attention of the learners and diverse activities should be considered to maintain that attention (Derbali, 2012)
Excellent

- Game has lots of activities that cause inquiry arousal.
- Activities in the game are varied and interesting.
- Game has lots of activities and events that cause situational interest (Derbali, 2012.)
Good

- Game has lots of activities that cause inquiry arousal.
- Activities in the game are varied but are not always interesting.
- Game has lots of activities and events that cause situational interest (Derbali, 2012.)
Average

- Game has some activities that cause inquiry arousal.
-Activities in the game are varied but are not always interesting.
-Game has some activities and events that cause situational interest.
INSUFFICIENT

- Game has few activities that cause inquiry arousal.
- Game has a few activities and events that cause situational interest.
Activities in the game are not varied and are not always interesting.
Demonstrates Relevance

The game informs learners of the importance of the subject matter and how learning the material can be beneficial (Derbali, 2012)
Excellent

- The game relates all learning and instruction to learners' backgrounds, goals and interests.
Good

- The game relates most of the learning and instruction to learners' backgrounds, goals and interests.
Average

-The game relates some of the learning and instruction to learners' backgrounds, goals and interests.
INSUFFICIENT

-The game relates very little of the learning and instruction to learners' backgrounds, goals and interests.
Instills Confidence in Players

Instills the knowledge that the goal is attainable if enough effort is exerted (Derbali, 2012.)
Excellent

- Provides informative feedback promptly.
- Provides explanatory feedback promptly.
Good

-Provides informative feedback periodically.
- Provides explanatory feedback periodically.
Average

-Provides either informative or explanatory feedback periodically.
INSUFFICIENT

-Little to no feedback is provided
Causes the Merging of Action and Awareness

When flow is achieved players become so involved in the activities of the game that their reactions become spontaneous and automatic Mahfouz, Joonas & Opara, 2020.)
Excellent

-The game was so interesting that all reactions were automatic and were done with little or no forethought.
-It felt like I was in the game.
Good

-The game was so interesting that most reactions were automatic and were done with little or no forethought.
-It felt like I was in the game.
Average

-The game was so interesting that a lot reactions were automatic and were done with little or no forethought.
INSUFFICIENT

-The game was not interesting and most reactions were not automatic and were done with little or no forethought.
-It did not feel like I was in the game.
Be Challenging and Require Skill

In order for flow to be achieved, the activities in games need to be challenging and require skill to complete. Lack of challenge brings about apathy and lack of skill bring about anxiety (Mahfouz, Joonas & Opara, 2020.)
Excellent

-All the activities in the game were challenging enough not to cause apathy and not too difficult so as to cause anxiety.
-Success in most activities needed the requisite skills.
Good

- Most of the activities in the game were challenging enough not to cause apathy and not too difficult so as to cause anxiety.
-Success in most activities needed the requisite skills.
Average

- Some of the activities in the game were challenging enough not to cause apathy and not too difficult so as to cause anxiety.
-Success in some activities needed the requisite skills.
INSUFFICIENT

- Most of the activities were either too challenging or not challenging enough.
- A lot of the activities could be completed without the requisite skills.
Context Sensitive Help Provided

Players should be given game context help while playing so that they do not need to rely on manuals for help or get stuck (Straat, Rutz & Johansson, 2014)
Excellent

-The player always know what is expected of them at all points of the game.
- Context help is given to the player at all transition points.
-Players never have to refer to manual for help.
Good

-The player usually knows what is expected of them at all points of the game.
- Context help is given to the player at most transition points.
-Players rarely have to refer to the manual.
Average

The player usually knows what is expected of them at all points of the game.
- Context help is given to the player at most transition points.
-Players periodically have to refer to the manual.
INSUFFICIENT

-The player rarely knows what is expected of them at all points of the game.
-Context help is given to the player at some transition points
-Players frequently have to refer to the manual for help.



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