Towards general models of effective science inquiry in virtual performance assessments.
Recent interest in online assessment of scientific inquiry has led to several new online systems that attempt to assess these skills, but producing models that detect when students are successfully practising these skills can be challenging. In this paper, we study models that assess student inquiry...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 3; pp. 267 - 281 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114853564&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 114853564 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2016 vid: 32 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 114853564 114853564 114853564 10.1111/jcal.12128 114853564 ppf: 267 ppct: 14 formats: tig: atl: Towards general models of effective science inquiry in virtual performance assessments. aug: au: Baker, R.S. Clarke‐Midura, J. Ocumpaugh, J. affil: Department of Human Development, Teachers College, Columbia University, USA sug: subj: Science Education Educational Measurement Computer-Assisted Instruction Colleges and Universities Massachusetts Massachusetts Video Games Human Models, Statistical Data Analysis Software Algorithms Computer Simulation Funding Source ab: Recent interest in online assessment of scientific inquiry has led to several new online systems that attempt to assess these skills, but producing models that detect when students are successfully practising these skills can be challenging. In this paper, we study models that assess student inquiry in an immersive virtual environment, where a student navigates an avatar around a world, speaking to in-game characters, collecting samples and conducting scientific tests with those samples in the virtual laboratory. To this goal, we leverage log file data from nearly 2000 middle school students using virtual performance assessment (VPA), a software system where students practice inquiry skills in different virtual scenarios. We develop models of student interaction within VPA that predict whether a student will successfully conduct scientific inquiry. Specifically, we identify behaviours that lead to distinguishing causal from non-causal factors to identify a correct final conclusion and to design a causal explanation about these conclusions. We then demonstrate that these models can be adapted with minimal effort between VPA scenarios. We conclude with discussions of how these models serve as a tool for better understanding scientific inquiry in virtual environments and as a platform for the future design of evidence-based interventions. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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