Game+Rubrics

Many connections to important goals of the learners, their interests and their learning styles. Effective simulations of content. || Establish positive expectancies for success. Game is achievable to the learner. Objectives of the game are clear. Personal effort or ability required for achievement. || Positive feeling about one’s accomplishments and learning experiences. Receive recognition and evidence of success that support intrinsic feelings of satisfaction. Game has specific levels of achievement. Player has opportunities to apply what one has learned. Sense of equity or fairness, game is fair. || Some variation exists to sustain attention. || Content contains some perceived value to the learner. There are some connections to important goals, interests and learning styles. Good simulations of content. || Reasonable expectations for success. Some aspects of the game may seem difficult or not achievable. Most achievement requires personal ability. || Some evidence of success. Levels achieved after some consistent effort. New levels provide some opportunities to apply what has been learned. Game seems fair and equitable for effort involved. || Small connection to learner goal or objectives, interests and learning styles. Simulations of content not very effective. || Some expectations for success but game is difficult and does not keep player engaged. Objectives for the game are not very clear. Some personal effort or ability is required for achievement. || Small evidence of success. Very difficult or impossible to level up. New level does not provide many opportunities to apply what has been learned. Game seems somewhat fair but difficult to make achievements. || Objectives not clear. Acceptable achievement is unknown. Success does not depend on personal effort or ability. || No evidence of success (no score). No level up to show success has been achieved. New level does not provide opportunity to apply what is learned. Game does not seem fair. ||
 * || **Attention** || **Relevance** || **Confidence** || **Satisfaction** ||
 * **4** || Mentally stimulating-includes problems that engage deeper level of curiosity. Variation exists to sustain attention. || Content has real perceived value to the learner.
 * **3** || Game is fairly stimulating and includes a few problems which engage deeper levels of curiosity.
 * **2** || Somewhat stimulating. Doesn’t really engage curiosity. Game does not provide much variation between levels. || Content contains limited perceived value to the learner.
 * **1** || Not mentally Stimulating. Does not engage deeper levels of curiosity. Does not contain any variation. || Content has no real perceived value to the learner. || No expectation for success.
 * Table 2**

  ** (// Points  //)  ** || ** Exceeds Expectations  **// Demonstrates exceptional intuitive and immersive elements  // ** (// 3  //)  ** || ** Meets Expectations  ** // Demonstrates the required intuitive and immersive elements // ** (// 2  //)  ** || ** Does not meet Expectation  ** // Does not demonstrate any intuitive and immersive elements. // **  (// 1  //)  ** ||   || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt;">Evidence of Detailed and thorough visually appealing elements of graphic, sound and animation for an immersive gaming experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evidence of Adequate visually appealing elements of graphic, sound and animation for an adequately immersive gaming experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Limited or superficial evidence of visually appealing elements of graphic, sound and animation, with no immersive gaming experience. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Evidence of exceptional engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated. || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Adequate evidence of engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Limited or no evidence of engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Very entertaining, with ease of navigation and access routes. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Quite entertaining, with fairly easy navigation and access routes. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Less entertaining, with complex navigation and access routes. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evidence of complex challenging dimensions, yet leaving the user motivated. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Adequate evidence of challenges, leaving the user motivated. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Limited or no challenges, leaving the user unmotivated. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Some  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evidence of Learning Styles <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> Little or no Evidence of Learning Styles. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Immediate help available when needed along with detailed recorded information on demand of the saved game. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Help available through recorded information on demand along with some details of the saved gave. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Little Help available through recorded information on demand with reduced or no details of the saved gave. ||
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Elements for evaluation  **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Aesthetic Elements **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Content **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Fun **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Pleasantly frustrated **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Learning Function ** || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Evidence of Multiple Learning Styles
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Information on Demand **
 * ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Co-create ** || <span style="background: yellow; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Ample opportunities are provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.  || <span style="font-family: 'Times New Roman','serif';">Some opportunities are provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.  || <span style="font-family: 'Times New Roman','serif';">Little or no opportunity is provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.  ||

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