Table of Contents
Introduction about Enhancing Academic Achievement
Enhancing Academic Achievement: Innovative technologies are progressively complementing, and in some cases, replacing, established educational approaches in the digital age. The introduction of electronic games, or “e-games,” into educational environments is one such innovation. Through the viewpoint of solo assessment, this paper investigates the impact of using electronic games on learning outcomes and academic accomplishment.
Understanding Solo Assessment:
The Solo Taxonomy framework, created by John Biggs and Kevin Collis, provides an organised approach to comprehending learning objectives. Five levels—Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract—are used to classify learning results. An all-encompassing method for evaluating and enhancing learning outcomes is offered by this taxonomy.
E-Games in Education:
While e-games are interactive digital platforms designed for amusement, more people are realising that they can also be used as teaching tools. Through immersive experiences, these games encourage active learning, problem-solving, and teamwork in its players. E-games may boost motivation and engagement by integrating instructional information into the gameplay, which improves learning results.
Effectiveness of E-Games on Academic Achievement:
The effect of electronic games on academic performance in a range of disciplines and age groups has been the focus of several research. Empirical studies reveal that intelligently created electronic games may promote more profound comprehension of ideas, boost memory retention, and develop critical thinking abilities. E-games also give players instant feedback, which helps players track their progress and modify their tactics for better academic performance.
Solo Assessment of E-Games:
Solo Assessment offers a methodical methodology for assessing how well e-games contribute to learning objectives. Through the alignment of e-game activities with the levels of the Solo Taxonomy, instructors may evaluate the breadth of students’ knowledge and skill development. Electronic games that necessitate pupils to evaluate and combine data in order to resolve intricate issues, for instance, correspond with the Relational and Extended Abstract stages of the Solo Taxonomy.
Case Studies:
Mathematics: Students who utilised an e-game for learning maths performed better academically than those who got traditional teaching, according to a research done in elementary schools. According to the results of the Solo Assessment, pupils who had played the e-game had better levels of conceptual knowledge and problem-solving abilities.
Language Learning:
Students studying languages at a university played an online game that mimicked real-world situations. Students moved from Unistructural to Multistructural levels, exhibiting improved language skills and cultural awareness, according to the results of the solo assessment.
Implementation Strategies:
In order to optimise the impact of electronic games on academic performance, educators had to take into account the subsequent tactics:
Sync your online gaming activities with Solo Taxonomy levels and learning objectives.
Assist pupils in moving through the taxonomy levels by offering direction and support.
Use video games as additional resources in addition to conventional teaching techniques.
Promote teamwork and peer education in online gaming contexts.
Conclusion:
Electronic games have considerable potential as pedagogical instruments to augment scholastic accomplishments and educational results. These activities, which are assessed using solo assessment, give students the chance to hone their critical thinking, problem-solving, and domain-specific abilities. Teachers may create a more engaging and productive learning environment by including e-games in their lesson plans and using the Solo Taxonomy to evaluate their effects. To sum up, incorporating e-games into classroom environments provides a creative way to encourage academic success and enhance learning results.
Teachers can assess how well e-games foster greater comprehension and skill development by using the Solo Assessment lens. Through the strategic use of e-games and their alignment with learning objectives, educators may build engaging learning environments that enable students to achieve academic success.
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