Exploring a Studio Critique Model for STEM Evaluation

Through the principles of “leveling up” and “epic win,” gaming builds assessment into the process of learning (Gee, 2003).Gaming provides a model to evaluate the user’s quest for knowledge as well as the synthesis of material beyond the accumulation of time on task. These ideas of progression parallel the non-linear aspects of visual accomplishment that studio educators seek to quantify. This paper seeks to explore the connections between game theory, studio/lab practice, and the ways that educators are framing the component aspects of a complex learning experience. The goal will be to propose methods of formal evaluation and rubric generation to facilitate accountability for these highly complex learning environments.