Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling

Clark, Douglas B.; Martinez-Garza, Mario; Biswas, Gautam; Luecht, Richard M.; Sengupta, Pratim

doi:10.1007/978-1-4614-3546-4_10

Cited by 13 publications

(2 citation statements)

References 67 publications

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“…Subsequent SURGE grants focused on leveraging explicit articulation in synergy with recreational game design conventions. More specifically, these areas of research involved enhancing prediction within navigation interfaces and self-explanation within game dialog (Adams & Clark, 2014;Clark, Martinez-Garza, Biswas, Luecht, & Sengupta, 2012;Killingsworth, Clark & Adams, 2015). In addition, the grants also focused on approaches to data mining student game-play Kinnebrew et al, in press; Martinez-Garza, Clark, & Nelson, 2013).…”

Section: Surge Next and Fuzzy Chronicles: Articulation Prediction Ementioning

confidence: 99%

SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics

Clark

Virk

Sengupta

et al. 2016

IJDL

Self Cite

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We have iteratively designed and researched five digital games focusing on Newtonian dynamics for middle school classrooms during the past seven years. The designs have evolved dramatically in terms of the roles and relationships of the formal representations, phenomenological representations, and control schemes. Phenomenological representations can be thought of as the “world” representations that depict the actual actions and motion of a game as they occur (i.e., the central representations in most recreational games). Formal representations highlight the disciplinary relationships of interest from a pedagogical perspective (such as vector arrows, graphs, and dot traces). Our initial design perspective focused on highlighting the formal physics relationships within popular game-play mechanics. This perspective prioritized a commitment to the phenomenological representations and controls of recreational games, specifically marble-genre games. We designed formal representations around and over the phenomenological representations of that genre. Over the next seven years, we navigated the tensions between the original recreational genre and creating a new genre situated within the formal representations themselves. More specifically, our designs evolved to situate the game-play squarely in the formal representations in terms of the controls as well as in terms of the communication of goals and challenges. We backgrounded phenomenological representations and streamlined visual complexity to focus on key relationships. Our discussion compares our design evolution to the SimCalc design evolution recounted in IJDL’s recent special issue on historic design cases.

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Section: Surge Next and Fuzzy Chronicles: Articulation Prediction Ementioning

confidence: 99%

SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics

Clark

Virk

Sengupta

et al. 2016

IJDL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Within a game, students would take the role of empowered actors who must actively apply content knowledge and science practices to achieve a goal (Barab, Gresalfi, & Ingram-Goble, 2010). The games would provide adaptive levels of difficulty that challenge and engage students without interrupting the flow of play (Shute, Rieber, & Van Eck, 2011;Gee, 2007), and the scaffolding and engagement needed for students to engage in important science practices called for in the NGSS (Clark, et al, 2012;Kafai, Quintero, & Felton, 2010;Squire & Jan, 2006;Steinkuehler & Duncan, 2008). In addition to outcomes for science concepts and practices, games would promote and assess 21 st century skills such as collaboration; the game platforms could allow massive, multiplayer games that promote collaborative problem solving.…”

Section: Simscientists Gamesmentioning

confidence: 99%

Simulations for Supporting and Assessing Science Literacy

Quellmalz

Silberglitt

Buckley

et al. 2016

Handbook of Research on Technology Tools for Real-World Skill Development

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Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.

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Fueling Prediction of Player Decisions: Foundations of Feature Engineering for Optimized Behavior Modeling in Serious Games

Owen

Baker

2018

Tech Know Learn

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Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling

Cited by 13 publications

References 67 publications

SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics

SURGE’s Evolution Deeper into Formal Representations: The Siren’s Call of Popular Game-Play Mechanics

Simulations for Supporting and Assessing Science Literacy

Fueling Prediction of Player Decisions: Foundations of Feature Engineering for Optimized Behavior Modeling in Serious Games

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