Assessment for Learning in Immersive Virtual Environments: An Evidence-Centered Game Design

• In Event: Individual Differences in Technology and Learning

Abstract

Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. Current assessment approaches are inadequate at identifying how students develop creative thinking and scientific reasoning. Learning principles related to solving authentic well-structured, and ill-structured problems are critical for lifelong learning and transfer to novel contexts. Game-based learning environments (GBLEs) enable unobtrusive assessment techniques coupled with machine learning algorithms to record students' in-game actions, formulating a model of the students' gameplay, enabling insight into their inquiry processes. The [PROJECT NAME] explores GBLEs as a formative assessment of inquiry reasoning middle school life science. This paper reports a mixed methods study that examines how formative feedback in a GBLE affects students' academic achievement on a science inquiry-based task.

Authors

• Jillianne Code, University of British Columbia
  Presenting Author

• Kieran Forde, University of British Columbia
  Presenting Author

• Rachel Ralph, Simon Fraser University
  Presenting Author

• Nicholas Zaparyniuk, Simon Fraser University
  Non-Presenting Author

• Aashay Mehta, Simon Fraser University
  Non-Presenting Author

• Chelsea Chang, Centre for Digital Media
  Non-Presenting Author

• Zhuoyun Wei, Centre for Digital Media
  Non-Presenting Author

• Lucy Hu, Centre for Digital Media
  Non-Presenting Author

• Shouyu Yang, Centre for Digital Media
  Non-Presenting Author

• Benson Wu, Centre for Digital Media
  Non-Presenting Author