Development of Serious Games for Science Assessment Using Educational Design Research

Abstract

This article addresses concerns inherent to the process of assessing science learning, which is incompatible with the recommendations from an Inquiry-Based Science Education perspective. The challenges in achieving effective assessment intensify with evaluative practices primarily aimed at classification, focused on knowledge, and characterized by the inadequacy of instruments and assessment activities used in educational contexts. This article aims to present and describe the development cycle of four serious games designed for formative and summative assessment of science learning in primary education. The serious games were created through iterative cycles supported by the Educational Design Research (EDR) method, structured into two main stages: design and implementation. This process took place over two academic years in a primary school, with the participation of 12 classes. A total of 245 children participated in the first implementation cycle, and data from 158 children were collected in the second cycle through post-implementation survey responses about the serious games. The products presented here are four serious games that serve as legitimate, validated, and innovative assessment activities, fulfilling their purpose of evaluating science knowledge, skills, attitudes, and values while engaging the target audience. This study strengthens the theoretical field in this area of research, demonstrating the suitability of this methodological approach in designing such digital educational games.