Using immersive virtual environments to assess science content understanding: The impact of context

Diane Jass Ketelhut, Brian Nelson, Catherine C. Schifter, Younsu Kim

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations

Abstract

Situated learning theory suggests that learning, and thus assessment, should be situated in the contexts in which it will be used. Yet, for many students, high stakes tests contain questions that at best are decontextualized and at worst are situated in an unfamiliar context. Immersive virtual environments have the potential to situate assessments and improve students' ability to demonstrate their understanding. This paper reports on the results of an assessment situated in a virtual environment.

Original languageEnglish (US)
Title of host publicationProceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010
Pages227-230
Number of pages4
Publication statusPublished - 2010
EventIADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010 - Timisoara
Duration: Oct 15 2010Oct 17 2010

Other

OtherIADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010
CityTimisoara
Period10/15/1010/17/10

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Ketelhut, D. J., Nelson, B., Schifter, C. C., & Kim, Y. (2010). Using immersive virtual environments to assess science content understanding: The impact of context. In Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010 (pp. 227-230)