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CRITERIA
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PEDAGOGICAL AND CONTEXT CRITERIA
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Target groups and prerequisites
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Identification of target groups
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Identification of prerequisites
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Learning objectives
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Clear definition of objectives
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Correspondence between established objectives and the objectives that can actually be reached by using the learning game
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Context of usage
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Clarity of practical instructions for the use of the learning game
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Indications/suggestions on the context in which the learning game can be used
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Coherence of the game with the targeted context
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Coherence between the learning game structure and the planned training and learning context
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Link between the learning game activities and the professional/working context
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Didactic strategy
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Indication of the average play time
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Incentives and support to motivation
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Support to engagement and fun
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Coherence between the game strategy (e.g. practice and feedback , learning by doing, learning from mistakes, goal-oriented learning, discovery learning and "guided discovery", task-based learning, question-led learning, role playing, constructivist learning) and learning objectives
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Quality of the game strategy with the individual player characteristics (e.g. constant focus on the player experience)
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Clarity of the game environment/ setting (e.g. adaptable/ absorbing/immersive)
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Organisation and structure of the learning game
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Clarity of the rules to be followed and decision making process
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Coherence between rules and consequence
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Constant focus on the player experience
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Clear definition of roles (e.g. player, instructors, animators, etc.)
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Coherence of the social and collaborative activity with the objectives
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COMMUNICATION AND MEDIA
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Clear and user-friendly tone and language
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Quality of the interaction between the learning game and the user/player
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Quality of the interaction amongst users/players/ and other …
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Coherence between the media used in the learning game and the contents, the established objectives and the target group
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Evaluation
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Clear identification of evaluation criteria and procedures
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Adequate number and distribution of evaluation activity, during the game and at the end
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Type of evaluation activity proposed
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Quality of the feedback to the evaluation activity (e.g. scores, visual and audio cues, notification when individual goals have been accomplished, rewards, etc.)
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Relevance of evaluation activity and consistency with the objectives and/or the contents
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Support to the reflexive process (e.g. players can review and rethink their performance)
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CONTENT CRITERIA
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Correct technical/scientific language and contents
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Updating or obsolescence of contents
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Correct and logical organisation of contents
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Link between the contents and the subject area/knowledge domain/curriculum
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Practical contextualisation of the content
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Correct balance of the context (not too dilute not too concentrate) in relation with the target group
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Consistency of contents with the established objectives and the target group
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TECHNICAL CRITERIA
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Credits
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Information on the producers, authors,…
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Portability
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Robustness of the game
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Conformance to standard
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Structure and organisation
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Easy to be installed
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Modularity of the design
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Modularity in the use
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Aesthetic and usage of the media
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Quality of user/game interface
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Possibility of intervention on the use of materials (stop, rewind)
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Positioning of the different elements on the screen
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Technical quality
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Quality of image definition
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Quality of image composition
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Rhythm of images
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Quality and definition of audio
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Integration between audio and image elements
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Synchronism between audio and image elements
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Quality of typographic characteristics and clarity of texts
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Technical quality of drawings
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Technical quality of pictures
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Technical quality of graphic animations
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Information produced
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Privacy and security of personal data
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Storage of the gaming time
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Storage of evaluation and activities results ( e.g. save progress)
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Print of the information
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