Assessment design for emergent game-based learning

Abstract

Educational games may lend themselves to innovative forms of learning assessment. This paper reports on game-based science learning assessments that explore how to measure the emergent learning that takes place in games by revealing tacit knowledge development. This research combines video analysis and educational data mining to identify cognitive strategies that emerge through gameplay. By studying the video and click data from high school learners playtesting the game, Impulse, we identify systematic ways of predicting the observed strategies and making possible connections to formal science learning.