Summary

NÉO is a transformative game developed to assist educators in innovating their learning assessment practices. The game encourages teaching professionals to envision novel assessment methods. Designed for both active teachers and students pursuing education degrees, NÉO finds its application in both initial teacher training and ongoing professional development.

Originally conceived as a mobile game, NÉO underwent a transformative journey itself, evolving into a captivating card and board game that's now at the heart of teaching innovation.

At the heart of this initiative stands OPIEVA, a research group from UQAM, striving for a dynamic and innovative approach to remind educators, both current and aspiring, of the urgent need for a paradigm shift in student evaluation. The education system is yearning for a fresh perspective.

Winner of Prix d'excellence réseau Université du Québec Catégorie Réalisation!

Constraints

1. Designing education-driven gameplay that aligns with cognitive science.

2. Injecting amusement into pedagogical alignment lessons, making them memorable.

3. Design a game that acts as a catalyst for discussion, social interaction and healthy debates among educators.

4. Encouraging teachers to rethink their methods through enjoyable reflection.

More Details

To design this game I had to learn about cognitive science and pedagogical approaches, but more importantly find a fun and synthetic way to address the subject of evaluation. One of the core of the game was the pedagogical alignment a cognitive science three steps framework.

Objective: Unveiling the desired learning outcomes of a course, manifested as specific goals to achieve.
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‍Teaching Strategy: Focusing on activities thoughtfully crafted by educators to engage learners and target the aforementioned learning objectives.

‍Assessment Modality: The evaluation activities in place, each a stepping stone towards achieving the intended learning outcomes.

In my game design process, I focused on finding a creative way to seamlessly integrate pedagogical alignment into the gameplay. This ensured that players not only engaged in entertaining gameplay but also absorbed educational elements organically.

The inclusion of cards in the game was a pivotal decision. Each card in the players' hands mirrors the pedagogical alignment, prompting them to think innovatively. By requiring players to embody the alignment themselves, the game promotes a deeper understanding of its concepts.

To earn points, participants are challenged to present a hand of three cards, each corresponding to a step in the pedagogical alignment. Moreover, they must devise novel evaluation methods, fostering critical thinking and inventive problem-solving.

Facilitating discussion and debate is a crucial aspect of my game. Players must secure a certain number of votes from their peers to progress. This encourages strategic communication, negotiation, and persuasive skills, adding a dynamic social dimension to the gameplay.

As part of the game's progressive design, I introduced an extra layer of challenge. For every point earned, players must obtain a card representing a unique student with specific needs. This incorporation enhances empathy, as players must consider diverse learning requirements in their strategies.

The game's difficulty and progression were intricately designed to cater to various player preferences. I devised a system of graduated difficulty, allowing players to adapt the challenge level for each game. This ensures the game remains engaging and rewarding across multiple playthroughs.

To further enrich the game's complexity, I integrated cognitive, affective, and psychomotor taxonomy. This method not only adds depth to the gameplay but also caters to different learning styles, making the experience more inclusive and comprehensive.

A game design that generates fun, but contribute to science still.