Towards an Assessment Framework for Learner-Created Game Levels in Chemical Engineering Education

Educational initiatives which allow university students a considerable degree of agency in their learning are receiving an increasing amount of academic attention. However, how to measure learner-driven experiences in terms of learning can be challenging. This study proposes a framework to assess qualitatively the platform game levels designed for an assignment in a chemical process design course. Students create levels for a digital game to facilitate knowledge about chemical processes. A pilot study is conducted with chemical engineering students, during which they are asked to create a level for a platform game with a custom-made editor. The resulting level, which is to represent a chemical engineering process of ammonia production, is coded and analysed to eventually provide an assessment methodology. After application in the pilot study, the assessment shows to be efficient, and results are discussed.