1 Introduction</h5> There is growing evidence of video games and simulations supporting learning (e.g., Coller & Scott, 2009; Tobias & Fletcher, 2011 ; for a review see Wilson et al., 2009 ). An additional advantage of using video games and simulations in education is the vast amount of data that can be used for assessment purposes ( Dede, 2005; DiCerbo & Behrens, 2012; Quellmalz, Timms, Silberglitt, & Buckley 2012; Shute & Ventura, 2013 ). Formative assessments embedded within a video game can enable us to more accurately provide feedback and change gameplay to maximize learning according to the ability level of the player.</P>In this paper, we focus on a game-based assessment for persistence, a facet of conscientiousness. Over the past 20 years or so, conscientiousness has emerged as one of the most important personality traits in predicting academic performance (e.g., Poropat, 2009 ) as well as in various life outcomes (e.g., Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007 ). Persistence (i.e., industriousness in Roberts, Chernyshenko, Stark, & Goldberg, 2005 ; achievement in Perry, Hunter, Witt, & Harris, 2010 ) is a facet of conscientiousness that reflects a dispositional need complete difficult tasks (McClelland, 1961), and the desire to
Computers in Human Behavior – Elsevier
Published: Nov 1, 2013
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