Using Cognitive and Affective Metrics in Educational Simulations and Games Applications in School and Workplace Contexts Routledge Research in Digital Education and Educational Technology Series
Coordonnateurs : O'Neil Harold F., Baker Eva L., Perez Ray S., Watson Stephen E.
Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training.
The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes.
Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
Editors’ Preface;Part I: Cognitive Metrics; 1. Video Games and Higher Cognition; 2. Teaching and Assessing Young Gamers’ Engineering Problem Solving Using Interactive Simulation Games; 3. Adaptation Evidence From a Digital Physics Game; Part II: Affective Metrics; 4. Metrics of Motivation in Simulations or Game Environments; 5. Metrics for Engagement in Games and Simulations for Learning; 6. Measuring and Increasing Self-Efficacy in a Game; 7. Measuring and Increasing Interest in a Game; 8. Metrics for Assessment in the Navy Life Game
Harold F. O’Neil is Professor of Educational Psychology and Technology in the Rossier School of Education, University of Southern California, US.
Eva L. Baker is a Distinguished Professor at UCLA and founding Director of CRESST, US.
Ray S. Perez is Program Officer of the Cognitive Science of Learning Program, Office of Naval Research, US.
Stephen E. Watson is Chief Inventor, Affinity Associates LLC, US.
Date de parution : 01-2023
15.2x22.9 cm
Date de parution : 05-2021
15.2x22.9 cm
Thèmes d’Using Cognitive and Affective Metrics in Educational... :
Mots-clés :
Nonadaptive Version; Assessment issues in simulations and games; OLS Regression; metrics; Stratum II; testing and assessment; Engineering Problem Solving; games and simulations; Vocational Psychology; Eva L; Baker; Game Based Learning Research; Harold F; O’Neil; Cattell Horn Carroll Model; Ray Perez; Training Lengths; Steve Watson; Biological Band; psychometrics; Entertainment Video Games; qualitative assessment; Bayesian IRT; quantitative assessment; Problem Solving Tasks; educational psychology; Adaptive Game; educational technology; Self-reported Engagement; system architecture; Symbol Search Task; immersive systems; Adaptive Version; educational games; Bench Test; simulations; Posttest Scores; video games; Video Game Experience; serious games; Video Game Play; digital learning; Raven's Advanced Progressive Matrices; student needs; Van Iddekinge; cognitive ability; Pedagogical Agent; cognitive skills; Playback; adult learning; Technology Enhanced Learning Environments; intelligence; student motivation; creativity; Postsecondary education; Military psychology; Educational simulations