Assessment for Game-Based Learning

What is a game? Why do we play games? When do we play games? Who plays games? Games are a universal part of human experience and present in all cultures. Characteristics of a game include goals, rules, competition, and interaction. However, a historical synopsis of games shows that the conception of game and play changed during the centuries. As games are associated with enjoyment, they are distinct from work (Ganguin, 2010 ) . Looking at the ancient world (800 bc –400 ad ), Platon describes a close connection between play (paidiá) and education (paideia). Games during childhood shape the future adult. On the other hand, Aristotle conceived the game as an opposite of learning. Therefore, learning is endeavor while games are recreation (Ganguin). Later, the Romans introduced the importance of games for the society by the phrase panis et circenses (bread and circuses, i.e., games). This phrase summarizes life in the Roman society. Panis re fl ects the free distribution of crop to the Roman citizens and circenses refers to the preferred entertainment, such as circus, chariot racing, stage plays (Bernstein, 1998 ) . Apparently, games were utilized to distract the Roman people from politics. Moreover, Cicero suggested that games might cause buzz or exhilaration, and therefore games need to be controlled (Ganguin, 2010 ) . During the Middle Ages and the Early Modern Age, games were considered as a waste of time or even as evil as well as an expression of harmful nature