Aligning Instruction and Assessment with Game and Simulation Design

Wainess, Richard; Koenig, Alan E.; Kerr, Deirdre

doi:10.1037/e642042011-001

Cited by 7 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A good example is the use of standardized patients in computer-based simulation tasks in the United States Medical Licensing Examination developed by the National Board of Medical Examiners (Margolis & Clauser, 2006). In addition, because it is possible to use a standardized rating scheme for students' performance in the simulation, the overall reliability can be increased, especially compared to PBAs (Wainess, Koenig, & Kerr, 2011). Finally, using MBPA, the representativeness of the KSAs in the assessment can be increased (as compared to PBA).…”

Section: Theoretical Backgroundmentioning

confidence: 97%

A methodology for applying students' interactive task performance scores from a multimedia-based performance assessment in a Bayesian Network

Klerk

Eggen

Veldkamp

2016

Computers in Human Behavior

View full text Add to dashboard Cite

Section: Theoretical Backgroundmentioning

confidence: 97%

A methodology for applying students' interactive task performance scores from a multimedia-based performance assessment in a Bayesian Network

Klerk

Eggen

Veldkamp

2016

Computers in Human Behavior

View full text Add to dashboard Cite

“…https://en.wikipedia.org/wiki/The_Oregon_Trail_(video_game) 2 https://www.cse.ucla.edu. For an example of their work in this space, see Wainess, R., Koenig, A., and Kerr, D. (2011).…”

Section: Endnot Esmentioning

confidence: 99%

The potentials of game‐based environments for integrated, immersive learning data

Groff

2018

Euro J of Education

View full text Add to dashboard Cite

In the last two decades, game-based learning environments have evolved into powerful learning tools. With the growth and evolution in complexity of these innovations, complementary work in gamebased assessment design has also begun to take shape and has generated considerable interest among a variety of education stakeholders. This is in part due to their ability to offer real-time, adaptive and integrated formative feedback. As the use of digital devices and digital learning tools continues to expand in schools, the potential for harnessing learning data becomes increasingly possible and powerful.Yet there are inherent tensions and challenges in the nature of collecting assessment data inside a game-based learning environment which confront our foundational premises of what makes for a good assessment. In this article, we explore the evolution and opportunities of the emerging field of game-based assessment, the challenges and tensions these innovations present and how we may be able to collectively advance this work to benefit everyday classrooms.K E Y W O R D S assessment, digital games, educational technology, game-based assessments, learning games | I NTR OD U CTI ONThe role of digital games in learning and education has evolved remarkably in the last two decades. Once a genre of learning tools that had to overcome the 'games' stigma, learning games are now a common learning technology both in the classroom and at home and the depth and breadth of their formats go well beyond The Oregon Trail, 1 Math Blaster and the thousands of literacy and maths applications available for download (Richards, Stebbins, & Moellering, 2013).Many of the original learning games were criticised for their poor design and were dubbed 'edutainment' because they only attempted to leverage a behaviourist model of learning: complete the task and receive a reward. However, considerable advances have been made in learning theory and in our understanding of how we learn that have helped to transform the design of learning games into more robust, constructivist environments (Klopfer, Osterweil, & Salen, 2009). This has brought us into more modern learning theories, including constructivism, social constructivism, and constructionism, all placing the emphasis on the nature of learners constructing their understanding through their own 188 |

show abstract

“…Mängupõhine õpe (MPÕ) kui õppemeetod on uurijate suuremat tähele panu pälvinud juba alates möödunud sajandi kuuekümnendatest, kui oma tööd avaldasid Jerome Bruner ja Albert Bandura. Hariduslike mängude puhul, mille otstarbeks on mõne spetsiifilise õpieesmärgi saavutamine, on uuritud nii nende üldist (Wainess, Koenig, & Kerr, 2011) kui ka spetsiifilist mõju, nt mõju kognitiivsetele võimetele ja motivatsioonile (Garris, Ahlers, & Driskell, 2002;Rieber, Smith, & Noah, 1998;Wouters et al, 2013) või käitumislaadile ja hoiakutele (Ruben, 1999;Wainess et al, 2011;Wilcox et al, 2008). Hoolimata lähenemisnurgast on selge, et haridusliku mängu üheks otstarbeks on toetada õppimist.…”

Section: Mängupõhine õPeunclassified

Haridusliku mängu mõju osalejate akulturatsioonihoiakutele

Männamaa¹,

Komsaare²,

Leijen³

2016

EHA

View full text Add to dashboard Cite

Euroopa põgenikekriis nõuab Eesti koolisüsteemilt valmisolekut sisserändajatest õpilaste vastuvõtmiseks. Elanikkonna hoiakud mõnest muust religioossest või kultuurilisest grupist pärinevate sisserändajate suhtes pole alati pooldavad (Beilmann, 2016; Laineste, Raus, Timmi, Vetik, & Vihalemm, 2011), ent sisserändajate peredest pärit õpilaste kohanemist kooliga mõjutab ka kaasõpilaste suhtumine. Koolikaaslaste suhtumise ja hoiakute kujundamisel on mitmes valdkonnas edukalt rakendatud mänge, ent pole teada, kuivõrd mõjutavad nende käigus omandatud kogemused õpilase hoiakuid väljaspool mängu (Chin, Dukes, & Gamson, 2009; Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013). Praegune uuring võimaldab hinnata mängu mõju põlisrahvusest osalejate akulturatsioonihoiakute muutumisele. Uuringus kasutati sekkumisvahendina mudeldusmängu „Allikad” (Männamaa, 2015; Männamaa, Vetik, & Liiv, 2011), akulturatsioonihoiakuid hinnati 12 väitest koosneva küsimustiku abil. Analüüs näitas erinevust mängus osalenud õpilaste eel- ja järeltesti tulemustes (p < 0,05). Tulemused osutavad sellele, et eesmärgipäraselt loodud mäng võib aidata kaasa õpilaste akulturatsioonihoiakute muutumisele. Summary

show abstract

Aligning Instruction and Assessment with Game and Simulation Design

Cited by 7 publications

References 0 publications

A methodology for applying students' interactive task performance scores from a multimedia-based performance assessment in a Bayesian Network

A methodology for applying students' interactive task performance scores from a multimedia-based performance assessment in a Bayesian Network

The potentials of game‐based environments for integrated, immersive learning data

Haridusliku mängu mõju osalejate akulturatsioonihoiakutele

Contact Info

Product

Resources

About