Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Shute, Valerie J.; Rahimi, Seyedahmad; Smith, Ginny; Ke, Fengfeng; Almond, Russell G.; Dai, Chih‐Pu; Kuba, Renata; Liu, Zhichun; Yang, Xiaotong; Sun, Chen

doi:10.1111/jcal.12473

Cited by 92 publications

(43 citation statements)

References 46 publications

(74 reference statements)

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“…Instructive games have been utilized to show content in different subjects, for example, science [21], arithmetic, and physical science [22], just as exploration on natural frameworks [23]. what's more, have been displayed to study and further foster understudies' non-scholarly capacities like innovativeness (e,g, Blanco-Herrera, Gentile, and Rokkum, Shute and Rahimi), and eager (e,g, Blanco-Herrera, Gentile, and Rokkum) [24][25]. These and other tests are considered positive, but further exploration is needed.…”

Section: Resultsmentioning

confidence: 99%

The Potential of Digital Application Development for Learning Local Language Paser

Saputra¹,

Mutiaz²

2021

Advances in Social Science, Education and Humanities Research

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This article considers the aspect of application needs as a medium for learning the language of the Paser tribe. Currently, the speaking of the Paser language has decreased because many young people are embarrassed and do not regularly use the Paser language, especially in public places. One of the local government's efforts to preserve the paser language is through primary school education. However, there are obstacles faced by teachers in teaching, the main obstacle is still the absence of paser language textbooks, the second obstacle is direct teaching methods both oral and written are still difficult to understand by students. So a solution is needed for these problems at this time, digital learning methods are becoming very popular because they can provide information visually and sound so that they are considered able to improve learning outcomes. Based on this, this study looks at the potential use of digital applications as a means of learning the Paser language. The method used in this study is to compare the use of three digital media (illustration books, animations, and games) as language learning media. The author explains how each learning media can affect learning outcomes. The result is that digital media can increase motivation, interest, and audience interaction in learning. The more visual and audio elements provided, the better the learning success rate.

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Section: Resultsmentioning

confidence: 99%

The Potential of Digital Application Development for Learning Local Language Paser

Saputra¹,

Mutiaz²

2021

Advances in Social Science, Education and Humanities Research

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“…But, without doubt, educational games should be designed appropriately for the “high explorer” type of student. There is a way to embedded assessments in educational games that does not knock the joy out of a game (Shute et al, 2020), and students must also have time to explore and push on the edges of a game. But at some point, the in‐process data being collected needs to be a sensitive (valid and reliable) measurement of knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…For example, these can be embedded puzzles or game‐like tasks to assess learning during play (Johnson‐Glenberg et al, 2015; Shute, 2011). Shute et al (2020) report their in‐game stealth assessments were significantly correlated with external, post‐play physics test scores. It has been argued that in‐game assessments can alleviate the necessity of using external evaluations (Plass et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences

Johnson-Glenberg

Bartolomea

Kalina

2021

Computer Assisted Learning

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Experiences in immersive 3D virtual reality (VR) are more presence‐inducing, and so it may be tempting to claim that content will be learned better in VR. This randomized control trial study on natural selection challenges that assumption. This study answers the question of whether learning STEM in an immersive 3D VR environment is always superior to learning via a 2D monitor (PC). This is a 2 × 2 × 3 design. The first factor is platform immersivity (low = 2D PC, or high = 3D VR), the second factor is level of embodiment (lower = watching playback video, or higher = using mouse/controller to agentically manipulate content), and the third factor is test time (pretest, posttest, and follow‐up). There was a significant main effect for embodiment, the high embodied and agentic groups learned the most. There was not a main effect for platform, because the participants in the low embodied VR group performed significantly worse than the three other groups. Although, the one high embodied, VR group learned and retained the most knowledge. A path‐analysis revealed that the effect of platform was significantly mediated by presence, agency, and engagement. The smaller learning gain in the low embodied VR condition suggests that participants come to the immersive VR experience with expectations about agency and control of the virtual content, and when those expectations were not met, the disconnect was deleterious for learning. More agentic and interactive control of manipulable virtual content is encouraged. Design is critical, and platform is not destiny.

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“…Despite the theoretically expected learning gains, the literature on the effectiveness of adaptive game‐based learning presents mixed results. Some studies reported increased learning outcomes due to adaptivity (Sampayo‐Vargat et al, 2013, Sandberg, et al, 2014), while others did not find similar effects (Shute et al, 2020; Vanbecelaere et al, 2020b; Van Klaveren et al, 2017). A recent meta‐analysis including 12 studies comparing adaptive with non‐adaptive practice, did not produce a substantial overall effect when combining effects on learning outcomes, game performance and engagement (Liu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

Debeer

Vanbecelaere

Noortgate

et al. 2021

Brit J Educational Tech

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During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children? This study attempts to empirically validate the beneficial impact of adaptive learning technology by analysing log‐data from the Number Sense Game (NSG), an educational game that trains early numerical skills. In total, 81 children were randomly assigned to use either an adaptive or a non‐adaptive version of the NSG in six sessions in a three‐week period. Using a longitudinal item response model children's progress within and across sessions was modelled and compared between the two versions of the game. Regardless of the version of the NSG, children demonstrated progress within and across sessions. However, compared to the non‐adaptive NSG, the progress across sessions was stronger in the adaptive NSG. These results provide empirical evidence that adaptive learning environments can improve learning efficiency in young children. What is already known about this topic Adaptive digital technologies are able to address students’ individual needs. Pretest posttest intervention research on the effectiveness of adaptive digital technologies revealed mixed results. What this paper adds Learning effectiveness is different from learning efficiency. Learning efficiency can be operationalised using log‐data to model students’ progress over time. Adaptive digital technologies increased students’ learning efficiency compared to non‐adaptive digital technologies. Implications for practice and/or policy Log‐data can be obtained unintrusively and provides fine‐grained information about students’ learning. Researchers are encouraged to investigate the effects of adaptive digital technologies in terms of learning effectiveness and learning efficiency.

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Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games

Cited by 92 publications

References 46 publications

The Potential of Digital Application Development for Learning Local Language Paser

The Potential of Digital Application Development for Learning Local Language Paser

Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

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