A Framework for Structuring Learning Assessment in a Online Educational Game: Experiment Centered Design

Autor/inn/en	Conrad, Shawn; Clarke-Midura, Jody; Klopfer, Eric
Titel	A Framework for Structuring Learning Assessment in a Online Educational Game: Experiment Centered Design
Quelle	In: International Journal of Game-Based Learning, 4 (2014) 1, S.37-59 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2014010103
Schlagwörter	Educational Games; Computer Uses in Education; Science Interests; STEM Education; Student Evaluation; Man Machine Systems; Feedback (Response); Learning Processes; Experiments; Evidence Based Practice; Design; Educational Technology + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computernutzung; STEM; Schulnote; Studentische Bewertung; Mensch-Maschine-System; Learning process; Lernprozess; Erprobung; Unterrichtsmedien
Abstract	Educational games offer an opportunity to engage and inspire students to take interest in science, technology, engineering, and mathematical (STEM) subjects. Unobtrusive learning assessment techniques coupled with machine learning algorithms can be utilized to record students' in-game actions and formulate a model of the students' knowledge without interrupting the students' play. This paper introduces "Experiment Centered Assessment Design" (XCD), a framework for structuring a learning assessment feedback loop. XCD builds on the "Evidence Centered Assessment Design" (ECD) approach, which uses tasks to elicit evidence about students and their learning. XCD defines every task as an experiment in the scientific method, where an experiment maps a test of factors to observable outcomes. This XCD framework was applied to prototype quests in a massively multiplayer online (MMO) educational game. Future work would build upon the XCD framework and use machine learning techniques to provide feedback to students, teachers, and researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01