Evaluating Climate Change Games - 2 CEO2
Name: 


  1. Organization and Design Layout & Design
    1 points There are few or no graphic elements, no variation in layout and/or the colors interfere with the readability.
    3 points There are some graphic elements and limited variation in layout. Design elements sometimes assist students in understanding concepts and ideas.
    5 points There are multiple graphic elements and variation in layout. Design elements assist students in understanding concepts and ideas.
    1 2 3 4 5


  1. Organization and Design Navigation
    1 point Navigating the game is confusing and information cannot be found easily.
    3 points Some navigation is unclear, resulting in a few places where students can become lost.
    5 points The game is well-organized and easy to navigate. Students can clearly understand where they are and where to go next.
    1 2 3 4 5


  1. Instructional Design and Delivery Objectives
    1 points Learning objectives are unclear or non-existent.
    3 points Some learning objectives are identified.
    5 points Learning objectives are clearly identified.
    1 2 3 4 5


  1. Instructional Design and Delivery Different Learning Styles
    1 points The game provides few auditory, kinesthetic, textual and/or visual activities to enhance student learning.
    3 points The game provides some auditory, kinesthetic, textual and/or visual activities to enhance student learning.
    5 points The game provides multiple auditory, kinesthetic, textual and/or visual activities to enhance student learning. Auditory: you listen to learn
    Textual: you read to learn
    Kinesthetic: you move to learn
    Visual: you watch to learn
    1 2 3 4 5


  1. Instructional Design and Delivery Higher Level Learning Skills
    1 points The game provides limited or no activities to help students increase their cognitive skills, such as analysis, synthesis and evaluation.
    3 points The game provides some activities to help students increase their cognitive skills, such as analysis, synthesis and evaluation.
    5 points The game provides multiple activities to help students increase their cognitive skills, such as analysis, synthesis and evaluation.

    Analysis: given a situation, determine the best outcome or solution to a problem
    Synthesis: put together information from various sources to come up with a new idea
    Evaluation: compare an idea to other ideas and determine which one is better; find the strengths and weaknesses in different ideas
    1 2 3 4 5


  1. Game-Based Learning Rules
    1 point: Rules are not clearly stated.
    3 points: Some rules are given, but there is missing information. Students might be confused.
    5 points: Every rule is clearly stated.
    1 2 3 4 5


  1. Goals
    1 point: Goals are vague or incomplete.
    3 points: Goals are at least partially described.
    5 points: Goals are clearly stated and measure what students must know and be able to do to accomplish the game.
    1 2 3 4 5


  1. Feedback
    1 point: There are few or no opportunities for students to receive feedback on their performance.
    3 points: There are some opportunities for students to receive feedback on their performance.
    5 points: There are frequent opportunities for students to receive timely feedback on their performance.
    1 2 3 4 5


  1. Interaction
    1 point: Student-to-computer and student-to-student interactions are limited or non-existent.
    3 points: Student-to-computer and student-to-student interactions are at least partially identified.
    5 points: Student-to-computer and student-to-student interactions can be clearly identified. There is a definitive increase in social interaction.
    1 2 3 4 5


  1. Subject
    1 point: The subject or topic of the game is vague or incomplete.
    3 points: The subject or topic of the game is at least partially described.
    5 points: The subject or topic of the game is clearly stated.
    1 2 3 4 5


  1. Other comments:





Cheryl Shepherd-Adams