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The educational value of play has long been acknowledged. During recent decades, much attention has been paid to video games and the multifarious ways in which they can promote and enhance learning. My main objective in this study is to weave game principles, learning and the notion of playfulness into assessment principles, in an attempt to investigate how what I call ‘Game-Informed Playful Assessment’ (GIPA) can affect student learning and particularly students’ experience of learning. The GIPA was designed with a view to promoting students’ agency, autonomy, collaboration and playfulness, and was introduced in an undergraduate course on archaic Greek lyric poetry at a Greek-speaking university. My data was generated through in-depth interviews with ten of the students that attended the course. While the GIPA was favourably and even enthusiastically received by students, the research also brought to the fore several other issues that call for attention, such as the stress that innovative assessment may provoke in students and the readiness of students to be playful within an academic framework that typically contrasts serious work with playfulness and play in general.

Game-Informed Assessment for Playful Learning and Student Experience (Part II)