A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).

Autor/inn/en	Cutumisu, Maria; Chin, Doris B.; Schwartz, Daniel L.
Titel	A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8533-23-4
Schlagwörter	Evaluation Methods; Video Games; Decision Making; Feedback (Response); College Students; Middle School Students; Educational Games; Student Evaluation; Student Attitudes; Revision (Written Composition); Design; Graphic Arts; Two Year College Students; Correlation; Regression (Statistics); Predictor Variables; California + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Decision-making; Entscheidungsfindung; Collegestudent; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Educational game; Lernspiel; Schulnote; Studentische Bewertung; Schülerverhalten; Korrektur; Grafik; Grafisches Gestaltung; Korrelation; Regression; Regressionsanalyse; Prädiktor; Kalifornien
Abstract	We introduce an educational game-based assessment that measures the choices students make while learning. We present Posterlet, a game designed to assess students' choices to seek negative feedback and to revise, in which students learn graphical design principles while creating posters. We validate our game-based assessment approach with three research studies, in which college and middle-school students play Posterlet and then complete a posttest. Results showed that the game helped students learn: students who played Posterlet before completing the posttest learned more graphical design principles than students who only completed the posttest. Moreover, the choices to seek negative feedback and to revise can predict learning and be used as valid outcome measures for learning. We present a first-of-kind examination of students' choices to seek feedback and to revise, as well as of students' learning outcomes based on these choices, which can be used to develop and evaluate models of instruction that help students make informed learning choices. [For the complete proceedings, see ED557311.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01