Tracking Relationships between Game-play and Conceptual Knowledge in a Dynamic Geometry Game

• In Event: Technology, Instruction, Cognition and Learning SIG: Paper Session 3: Questioning Issues in Technology

Abstract

Computerized learning tools, including games, are increasingly become part of the contemporary educational landscape. These tools both teach critical concepts and, if designed appropriately, capture student behavior for assessment. Appropriate assessment requires close attention to critical elements of accuracy and efficiency. In this study we analyze the performance of third and fourth graders as they engage in a dynamic geometry learning game. Our aim is to show whether in-task performance, as assessed by a set of theoretically-grounded quantitative variables, is reflected in post-assessment and standardized tests. We discuss how our software affords assessment and suggest how future educational technology may be constructed to deliver similarly rich information about student performance and knowledge.

Authors

• Jonathan Vitale, University of California - Berkeley

• John B. Black, Teachers College, Columbia University

• Michael I. Swart, Teachers College, Columbia University