Designing Assessments and Assessing Designs in Virtual Educational Environments |
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Authors: | Daniel T Hickey Adam A Ingram-Goble Ellen M Jameson |
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Institution: | (1) School of Education, Learning Sciences Program, Indiana University, 201N. Rose Ave., Bloomington, IN 47405, USA |
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Abstract: | This study used innovative assessment practices to obtain and document broad learning outcomes for a 15-hour game-based curriculum
in Quest Atlantis, a multi-user virtual environment that supports school-based participation in socio scientific inquiry in
ecological sciences. Design-based methods were used to refine and align the enactment of virtual narrative and scientific
investigations to a challenging problem solving assessment and indirectly to achievement test items that were independent
of the curriculum. In study one, one-sixth grade teacher used the curriculum in two of his classes and obtained larger gains
in understanding and achievement than his two other classes, which used an expository text to learn the same concepts and
skills. Further treatment refinements were carried out, and two forms of virtual formative feedback were introduced. In study
two, the same teacher used the curriculum in all four of his classes; the revised curriculum resulted in even larger gains
in understanding and achievement. Gains averaged 1.1 SD and 0.4 SD, respectively, with greater gains shown for students who
engaged more with formative feedback. Principles for assessing designs and designing assessments in virtual environments are
presented.
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Keywords: | Educational videogaming Virtual environments Formative assessment Design-based research Formative feedback |
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