A Refined Evaluation Framework for Games-Based Learning

Thomas Hainey, Thomas Connolly, Elizabeth Boyle

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)


Games-based Learning (GBL) has a dearth of empirical evidence supporting the approach. One of the primary reasons for this is the lack of evaluation frameworks to generate sufficient ideas to guide and focus games-based learning evaluations. This paper will present a refined evaluation framework based on two extensive literature reviews. One review performed to identify evaluation frameworks and empirical evaluation evidence in 2008 and another in 2009 to identify research on learning value and methods of measuring resultant outcomes and impacts of computer games. This paper will provide a brief description of existing evaluation frameworks and will then discuss specific refined categories of a previously developed evaluation framework to specifically evaluate games-based learning in terms of learner/instructor perceptions, learner/instructor preferences and learner/instructor motivations. The paper will provide a list of guidelines for evaluating games-based learning and will provide detailed measurements in terms of perceptions, preferences and motivations. Finally we will conclude with a discussion of future research directions with regards to further refinement and verification of the evaluation framework.
Original languageEnglish
Title of host publicationProceedings of the 4th European Conference on Games Based Learning
Place of PublicationReading
PublisherAcademic Conferences and Publishing Limited (ACPIL)
Number of pages9
ISBN (Print)9781906638788
Publication statusPublished - 2010


  • evaluation
  • empirical evidence
  • evaluation frameworks
  • perceptions
  • preferences
  • motivations
  • gender-differences
  • online games
  • students
  • design
  • simulations
  • experience
  • education
  • play
  • tool
  • Education & Educational Research


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