Validity of Inferences From Game Play: An Examination of Cognitive Processes

• In Event: Poster Session 13
  In Poster Session: Cognition and Assessment Poster Session

Abstract

Games are seen as attractive potential assessment tools, however, it is not always clear whether educational games encourage players to utilize particular cognitive processes, access appropriate prior knowledge concepts, and/or apply given procedural skills as intended. The richness of educational games points to the need for carefully constructed validity arguments regarding inferences about student ability. This paper examines evidence of students’ cognitive response processes, or substantive validity, in a simulation-based game using recorded think-aloud sessions of pairs of students playing. Cognitive processes related to troubleshooting and domain knowledge were revealed and differences in the processes of beginning and advanced students were suggested. These findings are discussed in the larger context making inferences about student performance using educational games.

Authors

• Kristen E. Dicerbo, Pearson

• Dennis Charles Frezzo, Cisco Systems Inc