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ERIC Number: EJ1050618
Record Type: Journal
Publication Date: 2015-Jan
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0007-1013
Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories
Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.
British Journal of Educational Technology, v46 n1 p98-122 Jan 2015
Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and application. CyGaMEs is grounded by analogical reasoning theory, cognitive task analysis and knowledge representation. A construct representation argument for validity using evidence-centered design warrants CyGaMEs, its web-based learning environment, "Selene: A Lunar Construction GaME," its embedded assessment, and a learning dynamics approach to student, measurement and statistical models. Two studies (US volunteers, Study 1: n?=?267, mean ("M") [subscript age]?=?15; Study 2: n?=?90, M[subscript age]?=?12) cross-validate learning dynamics (learner progress, rate of progress and changes in that rate) for "Selene's" multidimensional goals while players learn and apply standard-based science about fundamental geology and space science concepts. Gameplay data analyzed using regression, calculus and hierarchical linear modeling exhibit overall relatively high standardized rates of progress toward each goal statistically higher than zero. For example, adjusting for nesting within individual players, average rate of progress toward the goal of accreting lunar mass is a z-score of 1.4 (99% confidence interval?=?1.40[subscript lower], 1.48[subscript upper]) or 1.4 standard deviations above zero.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DRL-0814512