Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

Autor/inn/en	Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.
Titel	Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories
Quelle	In: British Journal of Educational Technology, 46 (2015) 1, S.98-122 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12128
Schlagwörter	Video Games; Educational Technology; Technology Uses in Education; Design; Learning Processes; Science Instruction; Geology; Space Sciences; Scientific Concepts; Regression (Statistics); Computation; Hierarchical Linear Modeling; Goal Orientation; Progress Monitoring + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Historische Geologie; Regression; Regressionsanalyse; Zielorientierung; Zielvorstellung
Abstract	Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and application. CyGaMEs is grounded by analogical reasoning theory, cognitive task analysis and knowledge representation. A construct representation argument for validity using evidence-centered design warrants CyGaMEs, its web-based learning environment, "Selene: A Lunar Construction GaME," its embedded assessment, and a learning dynamics approach to student, measurement and statistical models. Two studies (US volunteers, Study 1: n?=?267, mean ("M") [subscript age]?=?15; Study 2: n?=?90, M[subscript age]?=?12) cross-validate learning dynamics (learner progress, rate of progress and changes in that rate) for "Selene's" multidimensional goals while players learn and apply standard-based science about fundamental geology and space science concepts. Gameplay data analyzed using regression, calculus and hierarchical linear modeling exhibit overall relatively high standardized rates of progress toward each goal statistically higher than zero. For example, adjusting for nesting within individual players, average rate of progress toward the goal of accreting lunar mass is a z-score of 1.4 (99% confidence interval?=?1.40[subscript lower], 1.48[subscript upper]) or 1.4 standard deviations above zero. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01