Exploring the Use of Game Elements in the Development of Innovative Assessments Tasks for Science

• In Event: Roundtable Session 80
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 3: Issues in Technology, Instruction, Cognition, and Learning

Abstract

Computer games have potential to improve students’ interest and performance in many academic domains, such as science, engineering design, mathematics, and 21st century skills. Under the correct conditions, simulations and games can help students learn science concepts and science process skills, all while engaging students and maintaining motivation to learn. This presentation examines some of the issues that need to be taken into account when integrating game elements into assessment tasks. An example of an innovative assessment scenario in the area of science is used to illustrate the approach. We will also report on the results of a cognitive lab aimed at exploring the extent to which students’ responses to the game-like scenario provides evidence of intended underlying cognitive processes.

Authors

• Diego Zapata-Rivera, Educational Testing Service

• Malcolm Bauer, ETS

• Irvin R. Katz, ETS

• Shu-Kang Chen, ETS