Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce…

This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six…

We introduce an educational game-based assessment that measures the choices students make while learning. We present Posterlet, a game designed to assess students' choices to seek negative feedback and to revise, in which students learn graphical design principles while creating posters. We validate our game-based assessment approach with three…