Advancing Research in Game-Based Learning Assessment
Advancing Research in Game-Based Learning Assessment
复制标题
推进基于游戏的学习评估的研究
DOI：
10.4018/978-1-7998-1173-2.ch006
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
S. Gasca
中科院分区：
文献类型：
--
作者：
Elizabeth Rowe;J. Asbell;E. Bardar;M. Almeda;R. Baker;Richard Scruggs;S. Gasca
数字游戏提供了参与的机会来支持和评估内隐学习，即学习者可能没有明确表达的隐性知识和实践的发展。内隐学习的评估揭示了传统测试无法捕捉的学习，对于满足广泛的神经多样性学习者的需求可能至关重要。本章介绍了旨在建立基于游戏的内隐学习评估（GBLA）的工具和方法，其中基于研究的自动检测器识别游戏中的内隐学习。探测器是基于理论和经验的基础上，包括广泛的手工标记。作者详细概述了紧急GBLA的六步过程，该过程已在多个基于游戏的学习研究中得到应用和改进。本章还描述了作者专门为此方法设计和开发的数据体系结构和工具。
Digital games provide engaging opportunities to support and assess implicit learning—the development of tacit knowledge and practices that may not be explicitly articulated by the learner. The assessment of implicit learning reveals learning not captured by traditional tests and may be critical to meet the needs of a broad range of neurodiverse learners. This chapter describes tools and methods designed to build implicit game-based learning assessment (GBLA), where research-grounded automated detectors identify implicit learning in gameplay. The detectors are based upon theoretical and empirical underpinnings, including extensive hand-labeling. The authors present a detailed overview of a six-step process for emergent GBLA, which has been applied and refined across multiple game-based learning studies. This chapter also includes a description of the data architecture and tools the authors designed and developed specifically for this approach.
评估 Zoombinis 游戏玩法中的隐式计算思维
DOI：
10.1145/3102071.3106352
发表时间：
2017
期刊：
Proceedings of the 12th International Conference on the Foundations of Digital Games
影响因子：
--
作者：
Rowe, Elizabeth;Asbell-Clarke, Jodi;Gasca, Santiago;Cunningham, Kathryn
通讯作者：
Cunningham, Kathryn
影响因子：
11.7
作者：
Shute, V. J.;Sun, C.;Asbell-Clarke, J.
通讯作者：
Asbell-Clarke, J.