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ERIC Number: EJ1037509
Record Type: Journal
Publication Date: 2014-Jul
Pages: 22
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-2211-1662
Improving Learners' Ability to Recognize Emergence with Embedded Assessment in a Virtual Watershed
Erlandson, Benjamin E.
Technology, Knowledge and Learning, v19 n1-2 p183-204 Jul 2014
Measures of participants' water cycle knowledge and ability to recognize emergence were taken at various points throughout a 2-h experience with the Cloverdale virtual watershed socioecological simulation. Multilevel growth models were estimated for analysis of hypothesized predictive relationships between measured variables. Significant growth was found for ability to recognize emergence in participants that completed the Cloverdale virtual scenario. Preliminary water cycle knowledge was found to predict initial ability to recognize emergence. Application of results to unobtrusive assessment of learning in virtual worlds is discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A