Stealth Assessment, Adaptivity, and Learning Supports in Educational Games

• In Event: Validity of Insights Derived From Learning Technology Log Data

Abstract

We investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game-level delivery methods and embedded supports on learning. Using a game called Physics Playground, we randomly assigned 263 9th-11th grade students into four groups: adaptive, linear, free choice, and no-treatment control. Each condition had access to the same learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid—significantly correlating with external physics test scores; (b) there was no significant effect of game-level delivery method on students’ learning; and (c) physics animations were the most effective (among eight supports) in predicting learning and in-game performance (e.g., number of game levels solved).

Authors

• Valerie J. Shute, Florida State University

• Seyedahmad Rahimi, University of Florida

• Ginny Smith, Florida State University