A Comparative Research On Evaluational Index Of Educational Games In China And The United States

Evaluation activities play an important role in Educational Games application and development. EGs evaluation framework has become an issue of great interest. Many conferences, papers, books are focused on presenting EGs evaluation frameworks and examples of how to use them for the analysis of EGs. In order to make a deeper understanding of EGs evaluation framework, this paper compares Chinese User Experience Rubric for Educational Games(User Experience Rubric for Educational Games, UEREG-CH) with American Serious Educational Games Rubric(Serious Educational Games Rubric, SEGR-US), because American researchers have published excellent contributions in EGs. Through comparison, this paper tries to find the differences between UEREG-CH and SEGR-US, arrive at a stage where conclusions may be drawn, which will be of considerable use to relevant institutions that want to build better EGs evaluation framework, and help educators, practitioners and learners to select the most suitable EGs in order to meet their educational requirements.This paper mainly makes use of literature, questionnaire, Delphi estimation, comparative study methods to study the differences between UEREG-CH and SEGR-US. First, compare their design principles through teleonomy, systematicness and measurability, the author finds that they have different evaluation aims, UEREG-CH is better in systematicness and SEGR-US is better in measurability. Second, find their differences in learning content, playability, technology, usability, aesthetics and weight. Third, conduct a case, during which the teacher uses game-based learning in her teaching activities, the students evaluate the used educational game with UEREG-CH and SEGR-US. The author finds that the specific components in learning content reach the most steady and suitable level of the two and girls like the educational game better. In the end, some suggestions are made based on the comparison. While constructing EGs evaluation frameworks, more attention should be paid to the integrity of evaluation framework, the measurability of evaluation framework, the classification of EGs, the particular learning context and subject area, the combination of subjective and objective assessment and the idea of learners.