In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game-level delivery methods and various in-game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth-to eleventh-grade students into four groups: adaptive, linear, free choice and no-treatment control. Each condition had access to the same in-game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid-significantly correlating with the external physics test scores; (b) there was no significant effect of game-level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in-game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions.

Based on the integrated perspectives of social learning theory and affect event theory, the paper discusses the impact mechanism of responsible leadership on employee green behavior. Questionnaire survey on 317 employees from many enterprises in Shandong Province and Shanghai in this paper, it is found that responsible leadership has a positive effect on employee green behavior, and moral reflectiveness plays a complete mediating role between responsible leadership and employee green behavior. Empathy moderates the negative relationship between moral reflectiveness and employee green behavior such that moral reflectiveness has a weaker negative effect on employee green behavior when employees’empathy is higher. Furthermore, empathy moderates the mediating effect of moral reflectiveness between responsible leadership and employee green behavior, the mediating effect of moral reflectiveness is weaker when empathy is higher. The results of this paper provide a new perspective for understanding how responsible leadership stimulates employee green behaviors, and have important practical significance for strengthening the environmental protection behaviors of organizations.

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Knowledge for Teaching Elementary Fractions Test: Fall 2016Acknowledgements P a g e | 4 AcknowledgmentsA great many people were involved with the test development, field-testing, data entry, data analysis, and writing that resulted in this report. Here we name some of the key players and briefly describe their roles, starting with the report's coauthors.Robert Schoen collaborated on the development of this form of the test, directed the data-collection and report-writing processes, and assisted in guiding and interpreting the analytic methods and results. Xiaotong Yang and Sicong Liu collaborated on the data analysis and item-response theory model calibration as well as the writing of data analysis and results sections of the report. Insu Paek provided overall guidance for the data modeling and scoring and provided guidance and feedback on the various drafts of the report.Catherine Lewis, Rebecca Perry, Kevin Lai, Claire Riddell, and Robert Schoen developed the test, primarily through selection or adaptation of items drawn from other published sources. Claire Riddell created the Qualtrics-based version of the test with assistance from Amanda Tazaz. Claire Riddell managed the administration of the test. Robert Schoen and Claire Riddell managed the recruiting, enrollment, and consent processes. Kristy Farina managed the data entry and item-level scoring as a result of the adjudication process. She also assisted with preparation of the teacher demographic statistics and description of data entry and scoring criteria for the present report. Anne B. Thistle reviewed the copy for grammar, style, and formatting. Charity Bauduin provided valuable assistance with the style and format of the final report.Catherine Lewis, Kevin Lai, Amanda Tazaz, and Charity Bauduin reviewed the final draft and provided useful feedback to improve the report. Any remaining errors or shortcomings are the responsibility of the authors.Items on this test were borrowed or adapted from several different sources, including the Diagnostic