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Thursday, June 13 • 10:30am - 11:30am
Assessment

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This individual papers session, ”Assessment”, will include the following:

Working through Impulse: Assessment of Emergent Learning in a Physics Game
Games may offer a unique opportunity to support and observe intuitive learning that could be foundational for further STEM learning. This paper reports on the game, Impulse, that immerses players in the physical laws of Newtonian motion and discusses our attempts to observe tacit knowledge as it develops through gameplay. This research is mid-stream in the process of identifying a set of cognitive strategies that players develop as they advance in the game and attempting to relate those strategies to developing tacit understandings of underlying science in the game. Researchers are analyzing video from playtesting and mining the associated click data to define predictable cognitive strategies. This project is ripe for discussion about what can be inferred about learning from development of strategies in a game.
Jodi Asbell-Clarke, Elizabeth Rowe, Elisabeth Sylvan, Ryan Baker

Gameplay As Assessment: Exploring In-Game Failure, Success and Learning Using GBA (a Game-Based Assessment Model)
This paper presents an exploration of in-game success, failure, and learning using Game-Based Assessment (GBA). The GBA assessment model is designed to capture relevant information on play and test whether it can constitute reliable evidence of learning. A central challenge for videogames research in education is to demonstrate evidence of player learning. Assessment designers need to attend to the ways in which game-play itself can provide a powerful new form of assessment. Facilitating this, the GBA model has two key layers which build on content-based educational game design: a semantic template that determines which click-stream data events could be indicators of learning; and learning telemetry that captures data for analysis. This study highlights how the GBA was implemented in a stem-cell science learning game, and shows how the GBA demonstrates a relationship between kinds of failure and learning in the game.
V. Elizabeth Owen, Shannon Harris, Dennis Ramirez, Richard Halverson

Participatory Assessment: A Game Design Model for Impacting Engagement, Understanding, and (as Necessary) Achievement
Participatory Assessment is a game design model for obtaining diverse learning and/or social outcomes in innovative learning environments. It fosters participation in socio-technological interactions that ensures individual understanding of targeted concepts. As necessary, the model has also been capable of improving and documenting impact of aggregated achievement. The model emerged from assessment-oriented design studies in several environments, including the Quest Atlantis 3-D virtual environment. This paper introduces the five general design principles that make up DFP, along with the more specific design principles that emerged across give design cycles of the Taiga game in Quest Atlantis. Specific game features are summarized, along with evidence of the impact of those features in the Taiga design studies.
Daniel Hickey

Matthew Berland, Discussant


Discussants
avatar for Matthew Berland

Matthew Berland

University of Wisconsin–Madison

Speaker
avatar for Jodi Asbell-Clarke

Jodi Asbell-Clarke

Director, TERC
I direct a team of game designers, researchers, and learning scientists who live and work on the edge of science and play.
avatar for Richard Halverson

Richard Halverson

Madison, WI, United States, University of Wisconsin - Madison
I'm a Professor at UW-Madison, and I study how technologies can and do transform teaching and learning in and out of schools. I work with the Wisconsin Collaborative Education Research Network (the Network); the Collaborative Assessment of Leadership for Learning project, and the Games, Learning and Society Research Center.
DH

Daniel Hickey

BOOC at IU - Big Open Online Courses
Dan Hickey’s work focuses on "participatory" approaches to assessment, motivation, & credentialing, and work in e-learning, videogames, open learning, & new media contexts. In recent years, strands of work have come together in a framework he calls "Participatory Learning and Assessment." Since 2012, he has directed the Open Badges Design Principles Documentation Project. This project is examining the design principles emerging across the 30... Read More →
avatar for Elizabeth Owen

Elizabeth Owen

Director, Learning & Data Science, Age of Learning
Elizabeth Owen holds a PhD in Digital Media (School of Education) from UW-Madison, focused on game-based learning analytics. Currently the Director of Learning and Data Science at Age of Learning, she's committed to optimizing adaptive learning systems through applied machine learning. Previously a researcher and data scientist with GlassLab Games (EA campus), LRNG, and Metacog, her doctoral work is rooted at the Games+Learning+Society Center... Read More →
avatar for Dennis Ramirez

Dennis Ramirez

Technical Director, USC IMGD, Videogame Researcher
avatar for Elizabeth Rowe

Elizabeth Rowe

Director of Research, EdGE @ TERC


Thursday June 13, 2013 10:30am - 11:30am
Inn Wisconsin

Attendees (34)