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ERIC Number: ED513110
Record Type: Non-Journal
Publication Date: 2010
Pages: 14
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: N/A
The Moment of Learning: Quantitative Analysis of Exemplar Gameplay Supports CyGaMEs Approach to Embedded Assessment
Reese, Debbie Denise; Tabachnick, Barbara G.
Society for Research on Educational Effectiveness
In this paper, the authors summarize a quantitative analysis demonstrating that the CyGaMEs toolset for embedded assessment of learning within instructional games measures growth in conceptual knowledge by quantifying player behavior. CyGaMEs stands for Cyberlearning through GaME-based, Metaphor Enhanced Learning Objects. Some scientists of learning claim that all cognition is situated, and the only way to effectively study cognition is within authentic contexts (e.g., Brown, Collins, & Duguid, 1989; Greeno, 1997). CyGaMEs assessment does not violate those assumptions. CyGaMEs assessment is authentic because it is embedded in gameplay. The CyGaMEs assessment toolset keeps track of each player's procedural gameplay activity. That is, CyGaMEs measures learning by tracking player behavior. For the player of a CyGaMEs instructional game, progress toward the procedural game goal requires concurrent discovery and application of the targeted concepts. Thus, the game requires the player to use procedural gameplay to build conceptual knowledge. CyGaMEs assessments are algorithms that quantify player gameplay activity and progress toward the game goal as measures of learning. Within this paper the authors statistically demonstrate the accuracy and sensitivity of the CyGaMEs assessments. They introduce a moment of learning method, a quantitative methodology conceived by the first author in collaboration with CyGaMEs partner Larry Hedges to quantify the degree to which CyGaMEs tools assess learning. Their findings should help assuage critics who might question the authors' aim that CyGaMEs assessment measures learning. A vision of equity and achievement in 21st century education has motivated federal agencies, national organizations, and private foundations to launch initiatives studying how cyberlearning technologies can enhance learner-centered education through game-based instructional environments and embedded assessments (e.g., Borgman et al., 2008; Laughlin, Roper, & Howell, 2006; The Learning Federation Project, 2003; http://digitallearning.macfound.org/). Those agencies and organizations call for the development of assessment toolsets that can be shared by researchers, developers, and learning environments. This CyGaMEs work supports the development of accurate and authentic instructional game assessment toolsets. Such assessments are essential if education is to enhance its responsiveness to the needs and strengths of each individual learner. (Contains 3 figures and 2 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Evaluative
Education Level: Grade 9; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)