The validity of a game-based assessment of persistence

In this study, 154 students individually played a challenging physics video game for roughly 4 h. Based on time data for both solved and unsolved problems derived from log files, we created a game-based assessment of persistence that was validated against an existing measure of persistence. We found that the game-based assessment of persistence predicted learning of qualitative physics after controlling for gender, video game experience, pretest knowledge and enjoyment of the game. These findings support the implementation of a real-time formative assessment of persistence to be used to dynamically change gameplay.