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OverviewFull Product DetailsAuthor: Harold F. O'Neil, Jr. (University of Southern California, USA) , Eva L. Baker (CRESST, US) , Ray S. Perez (Office of Naval Research, US)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.50cm , Length: 22.90cm Weight: 0.453kg ISBN: 9780415737883ISBN 10: 0415737885 Pages: 312 Publication Date: 01 April 2016 Audience: College/higher education , College/higher education , Tertiary & Higher Education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList of Contributors Preface by Harold F. O’Neil, Eva L. Baker, and Ray S. Perez Section 1: Theory/Framework/Context Chapter 1: A Framework to Create Effective Learning Games and Simulations by Eva L. Baker and Girlie C. Delacruz Chapter 2: Computational Issues in Modeling User Behavior in Serious Games by Markus R. Iseli and Rajesh Jha Chapter 3: A Framework for Validating 21st Century Assessment Tools by Roy Stripling, John J. Lee, and Joseph V. Cohn Chapter 4: Intelligent Tutoring Systems, Serious Games, and the Generalized Intelligent by Arthur C. Graesser, Xiangen Hu, Benjamin D. Nye, and Robert A. Sottilare Section 2: Assessment Chapter 5: Using Crowdsourcing as a Formative Evaluation Technique for Game Icons by Ayesha Madni, Gregory K. W. K. Chung, Eva L. Baker, and Noelle C. Griffin Chapter 6: Lessons Learned From Intelligent Tutoring Research for Simulation by Ray S. Perez, Anna Skinner, and Paul Chatelier Chapter 7: Measuring Learning in Simulations and Games by Allen Munro Chapter 8: The Role of Neurobiology in Teaching and Assessing Games by Ray S. Perez, Jason Ralph, and James Niehaus Section 3: Cognitive/Motivational Issues Chapter 9: Role of Metacognition in STEM Games and Simulations by Richard E. Mayer Chapter 10: The Role of Motivation, Affect, and Engagement in Simulation/Game Environments: A Proposed Model by Robert Rueda, Harold F. O’Neil, and Elena Son Chapter 11: Can Games Facilitate Access to College? By Zoë B. Corwin, Robert W. Danielson, Gisele Ragusa, and William G. Tierney Section 4: Psychometric Issues Chapter 12: Inference in Game-Based Assessment by Kristen E. DiCerbo, Robert J. Mislevy, and John T. Behrens Chapter 13: On the Role of Multilevel Item Response Models in Multisite Evaluation Studies for Serious Games by Li Cai, Kilchan Choi, and Megan Kuhfeld IndexReviewsThis volume comprehensively traverses the exciting but complex issues associated with the use of games and simulations for teaching and assessment. Covering issues related to theory, design, cognition, motivation, validation, psychometrics, and evaluation, it offers an invaluable resource for those needing to understand approaches that will inevitably become centerpieces in the future of education, training, and assessment. --Randy Bennett, Norman O. Frederiksen Chair in Assessment Innovation in the Research & Development Division at Educational Testing Service in Princeton, New Jersey, USA What a rich diversity of perspectives on the design, use, and evaluation of games and simulations for teaching and assessment. The book's authors span the worlds of K-12, higher education, medical, and military training and provide a wealth of research-based frameworks, practical examples, and learning sciences applications. Game and simulation designers, intelligent tutor system developers, and curriculum designers and evaluators should find much food for thought! --Joan Herman, Co-Director Emeritus of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at University of California, Los Angeles, USA This volume comprehensively traverses the exciting but complex issues associated with the use of games and simulations for teaching and assessment. Covering issues related to theory, design, cognition, motivation, validation, psychometrics, and evaluation, it offers an invaluable resource for those needing to understand approaches that will inevitably become centerpieces in the future of education, training, and assessment. --Randy Bennett, Norman O. Frederiksen Chair in Assessment Innovation in the Research & Development Division at Educational Testing Service in Princeton, New Jersey, USA Author InformationHarold F. O’Neil is Professor of Education Psychology and Technology at the University of Southern California and Project Director at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Eva L. Baker is Distinguished Research Professor at the Graduate School of Education and Information Studies, University of California, Los Angeles. She is also co-director of CRESST. Ray S. Perez is Program Officer at the Office of Naval Research (ONR), where he manages a cognitive science of learning research program. Tab Content 6Author Website:Countries AvailableAll regions |
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