Experience Analysis for the Use of Desafiate Serious Game for the Self-assessment of Students

In recent years, the development and use of serious games for the educational field has proliferated. One of the aspects linked to this phenomenon is the motivation achieved with the activities offered in them. On the other hand, there is another technology that has been growing for some time now, which are the Virtual Learning and Teaching Environments (VLTEs). These environments allow carrying out various activities and usually include self-assessment. In this article, we analyze the use of the serious mobile game Desafiate, aimed at student self-assessment and integrated into the IDEAS VLTE. The analysis is based on the intrinsic motivation achieved when using this game, compared to other methods used for self-assessment. Three contrasting groups are used for the analysis - one of them uses the serious game, another one uses pen and paper for their self-assessment, and the third one uses the IDEAS VTLE (and its assessment tool). As an instrument to measure intrinsic motivation, the Intrinsic Motivation Inventory (IMI) questionnaire is used. This questionnaire considers utility, perceived usefulness, pressure/tension, and effort during the activity as variables that affect motivation, among other factors that are not contemplated in this work. Results show that students value self-assessment as a useful activity, and they have shown greater interest in this process when working with Desafiate.