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Teaching Informational Text With Games and Videos: A Multi-Institutional Success Story of Impact and Innovation
Thu, April 21, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 26Session Type: Symposium
Abstract
What innovation emerges when developing and rigorously evaluating educationally effective, high-impact digital media? This symposium assembles the multi-institutional team that developed and evaluated Molly of Denali games and videos. Played by millions of children, Molly of Denali was developed by GBH in partnership with PBS KIDS and the Corporation for Public Broadcasting. Molly of Denali promotes informational text (IT) through the experiences of an Alaska Native girl as she navigates everyday challenges in her community. A national evaluation found that the Molly of Denali resources improved children's IT skills. Innovations include game content, design and testing; transfer measures, resources, and data collection during COVID-19; and advanced psychometric modeling of IT skills using gameplay data from the study sample and population.
Sub Unit
Chair
Papers
Developing Games to Reach Millions of Children: Design, Testing, and Learning Analytics - Melissa Carlson, WGBH; Bill Shribman, WGBH
An Efficacy and Replication Study of Molly of Denali: Supporting the Use of Informational Text - Naomi Hupert, Education Development Center, Inc.; Joy Lorenzo Kennedy, Education Development Center, Inc.; Claire Christensen, SRI International
Examining the Validity of Game-Based Intervention Effects Using Advanced Psychometric Methods and Population Data - Yon Soo Suh, NWEA; Kilchan Choi, University of California - Los Angeles
Application of Advanced Psychometric Models to Population Game Play Data From Molly of Denali Games - Kilchan Choi, University of California - Los Angeles; Tianying Feng, University of California - Los Angeles; Charles Parks, University of California - Los Angeles; Elizabeth Redman, University of California - Los Angeles; Gregory K.W.K. Chung, University of California - Los Angeles