Formative Evaluation of the Ignite Games for Young Children from Hatch Early Learning. CEME Technical Report. CEMETR-2022-06

Autor/in	Lambert, Richard
Institution	University of North Carolina at Charlotte, Center for Educational Measurement and Evaluation (CEME)
Titel	Formative Evaluation of the Ignite Games for Young Children from Hatch Early Learning. CEME Technical Report. CEMETR-2022-06
Quelle	(2022), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Formative Evaluation; Child Development; Developmental Stages; Computer Games; Computer Software; Game Based Learning; Difficulty Level; Preschool Children; Comparative Analysis; Validity; Evidence; Social Emotional Learning; Language Acquisition; Science Education; Technology Education; Social Studies; Communication Skills; Physical Development; Mathematics Education; Literacy; Correlation; Time on Task + Suchen Sie Ihr Suchwort? Kindesentwicklung; Computer game; Computerspiel; Computerspiele; Schwierigkeitsgrad; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gültigkeit; Evidenz; Sprachaneignung; Spracherwerb; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Kommunikationsstil; Körperliche Entwicklung; Mathematische Bildung; Alphabetisierung; Schreib- und Lesefähigkeit; Korrelation; Zeitaufwand
Abstract	Each game within the Ignite by Hatch™ gaming environment belongs to an overall developmental domain and skills-based subdomain and is intended to meet the developmental needs of children at specific skill levels. These skill levels (Beginning, Emerging, Intermediate, Accomplishing, and Proficient+) form an intended developmental pathway. Children make progress through games of increasing difficulty and complexity to the focal skills as they complete the games. The skills they acquire in this process build upon each other. The purpose of this study was to examine how children perform in the gaming environment to determine if there is evidence that the game difficulty level actually progresses as intended. The analyses outlined in this report were conducted using data from the entire population of 3-, 4-, and 5-year-old children who used Ignite during the 2021-2022 academic year (n = 63,465). Evidence was gathered in three ways. First, it was assumed that 5-year-old children would perform better than 4-year-old children, and 4-year-old children would perform better than 3-year-old children, across all games given their expected higher developmental level. To test this assumption, the author compared initial pass rates of the age groups across all games. Second, it was assumed that initial and final pass rates would be highest for Beginning games and then would decline as game difficulty level increased in turn for Emerging, Intermediate, Accomplishing, and Proficient games. To test this assumption, the author compared initial and final pass rates and game difficulty levels across the skill levels within each domain. Third, it was assumed that children who engage with the Ignite system at recommended levels of usage should outperform children who do not use the system at recommended levels. To test this assumption, the author compared the highest game levels achieved by children in subgroups according to usage levels. The results of this study demonstrated strong validity evidence for the Ignite learning games by supporting all three assumptions. (ERIC).
Anmerkungen	Center for Educational Measurement and Evaluation. Department of Educational Leadership, UNC Charlotte, 9201 University City Blvd., Charlotte, NC 28223. Tel: 704-687-8867; Fax: 704-687-1629; e-mail: ceme-coed@uncc.edu; Web site: https://ceme.charlotte.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01