Using Games and Simulations for Teaching and Assessment

Key Issues
1. Auflage 2016
ISBN: 978-0-415-73788-3
Verlag: Routledge

Buch, Englisch, 336 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 491 g

Using Games and Simulations for Teaching and Assessment: Key Issues comprises a multidisciplinary investigation into the issues that arise when using games and simulations for educational purposes. Using both theoretical and empirical analyses, this collection examines cognitive, motivational, and psychometric issues with a focus on STEM content. Unlike other research-based volumes that focus solely on game design or the theoretical basis behind gaming, this book unites previously disparate communities of researchers—from civilian to military contexts as well as multiple disciplines—to critically explore current problems and illustrate how instructionally effective games and simulations should be planned and evaluated.

While computer-based simulations and games have the potential to improve the quality of education and training, Using Games and Simulations for Teaching and Assessment: Key Issues shows how the science of learning should underlie the use of such technologies. Through a wide-ranging yet detailed examination, chapter authors provide suggestions for designing and developing games, simulations, and intelligent tutoring systems that are scientifically-based, outcomes-driven, and cost-conscious.

Zielgruppe

Postgraduate

Autoren/Hrsg.

O'Neil, Harold F.

Baker, Eva L.

Perez, Ray S.

Fachgebiete

• Mathematik | Informatik EDV | Informatik Informatik Mensch-Maschine-Interaktion
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie

Inhaltsverzeichnis

List of Contributors

Preface by Harold F. O’Neil, Eva L. Baker, and Ray S. Perez

Section 1: Theory/Framework/Context

Chapter 1: A Framework to Create Effective Learning Games and Simulations by Eva L. Baker and Girlie C. Delacruz

Chapter 2: Computational Issues in Modeling User Behavior in Serious Games by Markus R. Iseli and Rajesh Jha

Chapter 3: A Framework for Validating 21st Century Assessment Tools by Roy Stripling, John J. Lee, and Joseph V. Cohn

Chapter 4: Intelligent Tutoring Systems, Serious Games, and the Generalized Intelligent by Arthur C. Graesser, Xiangen Hu, Benjamin D. Nye, and Robert A. Sottilare

Section 2: Assessment

Chapter 5: Using Crowdsourcing as a Formative Evaluation Technique for Game Icons by Ayesha Madni, Gregory K. W. K. Chung, Eva L. Baker, and Noelle C. Griffin

Chapter 6: Lessons Learned From Intelligent Tutoring Research for Simulation by Ray S. Perez, Anna Skinner, and Paul Chatelier

Chapter 7: Measuring Learning in Simulations and Games by Allen Munro

Chapter 8: The Role of Neurobiology in Teaching and Assessing Games by Ray S. Perez, Jason Ralph, and James Niehaus

Section 3: Cognitive/Motivational Issues

Chapter 9: Role of Metacognition in STEM Games and Simulations by Richard E. Mayer

Chapter 10: The Role of Motivation, Affect, and Engagement in Simulation/Game Environments: A Proposed Model by Robert Rueda, Harold F. O’Neil, and Elena Son

Chapter 11: Can Games Facilitate Access to College? By Zoë B. Corwin, Robert W. Danielson, Gisele Ragusa, and William G. Tierney

Section 4: Psychometric Issues

Chapter 12: Inference in Game-Based Assessment by Kristen E. DiCerbo, Robert J. Mislevy, and John T. Behrens

Chapter 13: On the Role of Multilevel Item Response Models in Multisite Evaluation Studies for Serious Games by Li Cai, Kilchan Choi, and Megan Kuhfeld

Index

Über Autor(innen)

Harold F. O’Neil is Professor of Education Psychology and Technology at the University of Southern California and Project Director at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Eva L. Baker is Distinguished Research Professor at the Graduate School of Education and Information Studies, University of California, Los Angeles. She is also co-director of CRESST.

Ray S. Perez is Program Officer at the Office of Naval Research (ONR), where he manages a cognitive science of learning research program.