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Solving The Puzzle: Designing Games And Assessment For Young Children ’ s Physics Learning

Solving The Puzzle: Designing Games And Assessment For Young Children ’ s Physics Learning . Girlie C. Delacruz, Eva L. Baker, Gregory K. W. K. Chung. CCSSO-National Conference on Student Assessment 2013 National Harbor, MD– June 21, 2013. Overview. Games for learning and assessment.

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Solving The Puzzle: Designing Games And Assessment For Young Children ’ s Physics Learning

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  1. Solving The Puzzle: Designing Games And Assessment For Young Children’s Physics Learning Girlie C. Delacruz, Eva L. Baker, Gregory K. W. K. Chung CCSSO-National Conference on Student Assessment 2013 National Harbor, MD– June 21, 2013

  2. Overview Games for learning and assessment Design and development Research study

  3. Games for learning and assessment Part One

  4. Escape Why Do Kids Like To Play (Good) Games?Learning Mastery and challenge Intuitive activities

  5. Why Use Games For Learning?Escape… Place them in situations that are not easily experienced or easy to manipulate Frictionless Environment Sloping Hills

  6. Why Use Games For Learning?Mastery And Challenge… Support complex problem-solving through guided exploration Non-player game characters Scaffolded sequencing

  7. Why Use Games For Learning?Intuitive Activities Explore innovative learning and assessment mechanics - Draw predicted path Free body diagram to control motion

  8. Why Do Kids Like To Play (Good) Games?Assessment Adaptivity Evaluation of performance

  9. Why Use Games For Assessment?Evaluation of Performance Formative Assessment: Use and interpretation of task performance information with intent to adapt learning, such as provide feedback. (Baker, 1974; Scriven, 1967) Games: Use and interpretation of game performance information with intent to adapt learning, such as provide feedback.

  10. Why Use Games For Assessment?Adaptivity Front-end efforts support ability to identify key events to capture Rich data source Capture process of learning

  11. Design and development Part Two

  12. Integrated Assessment, Learning, and Technology Instructional requirements Assessment requirements Technology requirements

  13. Evolution Of Design Process - c

  14. What We Have Done Determined targeted concepts and types of thinking Instructional sequence and task specifications

  15. Challenges Driving Assessment Innovation 1.Children in grades K-3 2. Classroom and online context 3. Integrated science content, cognition, and SEL - • Gamelike • Graphical icons • Nonverbal prompts • New combinatorial design • Assessment mechanics • Automated scoring • Comparable tasks

  16. Innovative Learning and Assessment Game Mechanics Comparison using contrasting cases Complex problem-solving through guided exploration Active reflection through graphic prompts Free body diagram to control motion Physics and SEL integration Graphical formalizations of underlying physics laws

  17. Research study Part Three

  18. Improved understanding of physics concepts: force and motion Force magnitude Force direction Friction Mass Gravity Slope What Did We Want Kids To Learn?

  19. Play a set of physics games How Were They Going To Learn? RoboBall Go Vector Go

  20. How Would We Know They Learned? Kid-friendly assessments Meaningful gameplay data

  21. Timeline of Activities - Pretests Posttests Gameplay

  22. Results (Go Vector Go) • Scores increased significantly after playing the game • Even the kindergarten and 1st grade students!

  23. Results (RoboBall) Third graders got further and advanced more quickly between two gameplay sessions.

  24. Conclusions And Next Steps • Conclusions • Results are promising… • Improved student performance on science assessments even for the kindergarten and 1st grade students! • Next Steps • Crowdsource different adaptivity rules • Test games in multiple contexts including closer classroom integration

  25. Thank You!

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