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

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

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 proceeding › Conference contribution

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 language	English (US)
Title of host publication	Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010
Pages	227-230
Number of pages	4
State	Published - Dec 1 2010
Event	IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010 - Timisoara, Romania Duration: Oct 15 2010 → Oct 17 2010

Publication series

Name	Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010

Conference

Conference	IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010
Country/Territory	Romania
City	Timisoara
Period	10/15/10 → 10/17/10

Keywords

Assessment
Science
Situated learning
Virtual environments

ASJC Scopus subject areas

Computer Science Applications
Human-Computer Interaction
Education

Cite this

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). (Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010).

Using immersive virtual environments to assess science content understanding: The impact of context. / Ketelhut, Diane Jass; Nelson, Brian; Schifter, Catherine C. et al.
Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010. 2010. p. 227-230 (Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Ketelhut, DJ, Nelson, B, Schifter, CC & 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. Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010, pp. 227-230, IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010, Timisoara, Romania, 10/15/10.

Ketelhut DJ, Nelson B, Schifter CC, Kim Y. 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. 2010. p. 227-230. (Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010).

Ketelhut, Diane Jass ; Nelson, Brian ; Schifter, Catherine C. et al. / Using immersive virtual environments to assess science content understanding : The impact of context. Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010. 2010. pp. 227-230 (Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2010).

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

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Keywords

ASJC Scopus subject areas

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