ISBN:
9781461435464
Language:
English
Pages:
Online-Ressource (XXVII, 461 p. 78 illus, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Developmental psychology
;
Education
;
Education
;
Developmental psychology
;
Lerntechnik
;
Schulleistungsmessung
;
Aufsatzsammlung
Abstract:
The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.
Description / Table of Contents:
Assessment in Game-Based Learning; Preface; Contents; About the Authors; Reviewers; Chapter 1: Assessment for Game-Based Learning; 1.1 Games: A Historical Synopsis; 1.2 Games and Learning; 1.3 Implementation of Assessment into Games; References; Part I: Foundations of Game-Based Assessment; Chapter 2: Are All Games the Same?; 2.1 Introduction; 2.2 Paradigms of Serious Games Research; 2.2.1 Games as Interventions; 2.2.2 Games as Interactive Tools; 2.2.3 Immersive Games; 2.3 Assessing Learning from Brainage 2; 2.4 Assessing Learning with Spore; 2.5 Assessing Learning in the World of Warcraft
Description / Table of Contents:
2.6 Discussion and ConclusionReferences; Chapter 3: The Role of Construct De fi nition in the Creation of Formative Assessments in Game-Based Learning; 3.1 Introduction; 3.2 Formative Assessment; 3.2.1 The Role of Feedback in Formative Assessment; 3.2.2 The Role of Student Mindfulness; 3.3 Existing Work on Formative Assessment in Games; 3.4 Speci fi cation of Learning Goals; 3.4.1 The Role of Constructs; 3.4.2 Construct Validity; 3.4.2.1 Threats to Construct Validity; 3.4.2.2 Sources of Evidence for Construct Validity; 3.4.3 Reliability; 3.5 The Process of Construct De fi nition
Description / Table of Contents:
3.5.1 Theory Speci fi cation3.5.2 Construct Generation; 3.5.3 Develop Test Items; 3.5.4 Construct Re fi nement; 3.6 The Role of Norming in the Avoidance of Arbitrariness of Scale; 3.7 Conclusion and Future Directions; 3.7.1 Format of Formative Assessments; 3.7.2 Student Response to Feedback; References; Chapter 4: Games, Learning, and Assessment; 4.1 Introduction; 4.2 Games; 4.2.1 Core Elements of Good Games; 4.2.2 Good Games as Transformative Learning Tools; 4.3 Evidence of Learning from Games; 4.3.1 Deep Learning in Civilization; 4.3.2 Gamestar Mechanic and Systems Thinking
Description / Table of Contents:
4.3.3 Epistemic Games4.3.4 Taiga Park and Science Content Learning; 4.4 Assessment in Games; 4.4.1 Evidence-Centered Design; 4.4.2 Stealth Assessment; 4.5 Conclusion; References; Chapter 5: Three Things Game Designers Need to Know About Assessment; 5.1 Introduction; 5.2 Assessment Design Is Compatible with Game Design; 5.2.1 Principles of Learning; 5.2.2 Interaction Cycles; 5.2.3 The Bottom Line; 5.3 Assessment Is Not Really About Numbers; It Is About the Structure of Reasoning; 5.3.1 Evidence-Centered Assessment Design; 5.3.2 Reliability and Validity
Description / Table of Contents:
5.3.3 Implications of Assessment Principles for Design5.3.4 The Bottom Line; 5.4 Address Key Assessment Constraints from the Beginning; 5.4.1 The Site Design Study; 5.4.2 Implications for the Design Process; 5.4.3 The Bottom Line; 5.5 Discussion; References; Part II: Technological and Methodological Innovations for Assessing Game-Based Learning; Chapter 6: Patterns of Game Playing Behavior as Indicators of Mastery; 6.1 There Is No Digital Games Science; 6.2 The Serious Games Confusion; 6.3 The Art of Context; 6.4 Patterns of Experience Exempli fi ed; 6.5 Patterns of Game Playing Experience
Description / Table of Contents:
6.6 Fundamentals of a Playing Science
Note:
Description based upon print version of record
,
pt. 1.Foundations of game-based assessment.Are All Games the Same?
,
The Role of Construct Definition in the Creation of Formative Assessments in Game-Based Learning
,
Games, Learning, and Assessment
,
Three Things Game Designers Need to Know About Assessment
,
Assessment for Game-Based Learning
,
pt. 2.Technological and methodological innovations for assessing game-based learning.Patterns of Game Playing Behavior as Indicators of Mastery
,
Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning
,
Information Trails: In-Process Assessment of Game-Based Learning
,
Timed Report Measures Learning: Game-Based Embedded Assessment
,
Driving Assessment of Students' Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling
,
Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology
,
Implementing Game-Based Learning: The MAPLET Framework as a Guide to Learner-Centred Design and Assessment
,
Innovative Assessment Technologies in Educational Games Designed for Young Students
,
pt. 3.Realizing Assessment in Game-Based Learning.Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills
,
Measurement Principles for Gaming
,
Using Institutional Data to Evaluate Game-Based Instructional Designs: Challenges and Recommendations
,
Examining Students' Cultural Identity and Player Styles Through Avatar Drawings in a Game-Based Classroom
,
Measurement and Analysis of Learner's Motivation in Game-Based E-Learning
,
Assessment of Student's Emotions in Game-Based Learning
,
Designing for Participation in Educational Video Games
,
Computer Games as Preparation for Future Learning
DOI:
10.1007/978-1-4614-3546-4
URL:
Volltext
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