Visual signaling in virtual world-based assessments: The SAVE Science project

Brian Nelson; Younsu Kim; Cecile Foshee; Kent Slack

doi:10.1016/j.ins.2013.09.011

Visual signaling in virtual world-based assessments: The SAVE Science project

Brian Nelson, Younsu Kim, Cecile Foshee, Kent Slack

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

In this paper we describe a study into the impact of visual signaling techniques used in a virtual world-based assessment of science inquiry and content on (1) student cognitive load and (2) assessment efficiency. The study, run with 7th grade students in the United States, found that use of visual signaling was significantly associated with lower levels of student self-reported cognitive load versus students in a no-signaling version of the assessment. Further, the efficiency of the virtual world-based assessment was significantly higher, as measured by in-world object interaction rates, for students in the visual signaling version of the assessment than for those in the no-signaling treatment. In the paper, we discuss the results and their meaning for the design of virtual world and game-based assessments.

Original language	English (US)
Pages (from-to)	32-40
Number of pages	9
Journal	Information Sciences
Volume	264
DOIs	https://doi.org/10.1016/j.ins.2013.09.011
State	Published - 2014

Keywords

Assessment
Game-based learning
Instructional design
Science education
Virtual world

ASJC Scopus subject areas

Software
Control and Systems Engineering
Theoretical Computer Science
Computer Science Applications
Information Systems and Management
Artificial Intelligence

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10.1016/j.ins.2013.09.011

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title = "Visual signaling in virtual world-based assessments: The SAVE Science project",

abstract = "In this paper we describe a study into the impact of visual signaling techniques used in a virtual world-based assessment of science inquiry and content on (1) student cognitive load and (2) assessment efficiency. The study, run with 7th grade students in the United States, found that use of visual signaling was significantly associated with lower levels of student self-reported cognitive load versus students in a no-signaling version of the assessment. Further, the efficiency of the virtual world-based assessment was significantly higher, as measured by in-world object interaction rates, for students in the visual signaling version of the assessment than for those in the no-signaling treatment. In the paper, we discuss the results and their meaning for the design of virtual world and game-based assessments.",

keywords = "Assessment, Game-based learning, Instructional design, Science education, Virtual world",

author = "Brian Nelson and Younsu Kim and Cecile Foshee and Kent Slack",

note = "Funding Information: SAVE Science is a 5-year study funded by the National Science Foundation centered on creating and evaluating an innovative IVE-based system for assessment of learning in science. SAVE Science is designing and implementing a series of virtual environment modules for assessing both science content and inquiry in 7th and 8th grades. The modules make use of a novel assessment rubric based on student interactions within an authentic context-based science curriculum, embedded in a virtual environment. We hypothesize that doing so will enable us to capture and analyze different patterns of scientific understanding amongst the students in a classroom. During the first 4 years of the SAVE Science project, we have designed four assessment modules, two introductory modules, and a dashboard for teachers and researchers that puts teachers in charge of student sign-up and gives them access to their students{\textquoteright} data. Results from implementations with approximately 2000 students, 15 teachers at 12 schools indicate that SAVE Science assessments: Copyright: Copyright 2014 Elsevier B.V., All rights reserved.",

year = "2014",

doi = "10.1016/j.ins.2013.09.011",

language = "English (US)",

volume = "264",

pages = "32--40",

journal = "Information Sciences",

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AU - Nelson, Brian

AU - Kim, Younsu

AU - Foshee, Cecile

AU - Slack, Kent

N1 - Funding Information: SAVE Science is a 5-year study funded by the National Science Foundation centered on creating and evaluating an innovative IVE-based system for assessment of learning in science. SAVE Science is designing and implementing a series of virtual environment modules for assessing both science content and inquiry in 7th and 8th grades. The modules make use of a novel assessment rubric based on student interactions within an authentic context-based science curriculum, embedded in a virtual environment. We hypothesize that doing so will enable us to capture and analyze different patterns of scientific understanding amongst the students in a classroom. During the first 4 years of the SAVE Science project, we have designed four assessment modules, two introductory modules, and a dashboard for teachers and researchers that puts teachers in charge of student sign-up and gives them access to their students’ data. Results from implementations with approximately 2000 students, 15 teachers at 12 schools indicate that SAVE Science assessments: Copyright: Copyright 2014 Elsevier B.V., All rights reserved.

PY - 2014

Y1 - 2014

N2 - In this paper we describe a study into the impact of visual signaling techniques used in a virtual world-based assessment of science inquiry and content on (1) student cognitive load and (2) assessment efficiency. The study, run with 7th grade students in the United States, found that use of visual signaling was significantly associated with lower levels of student self-reported cognitive load versus students in a no-signaling version of the assessment. Further, the efficiency of the virtual world-based assessment was significantly higher, as measured by in-world object interaction rates, for students in the visual signaling version of the assessment than for those in the no-signaling treatment. In the paper, we discuss the results and their meaning for the design of virtual world and game-based assessments.

AB - In this paper we describe a study into the impact of visual signaling techniques used in a virtual world-based assessment of science inquiry and content on (1) student cognitive load and (2) assessment efficiency. The study, run with 7th grade students in the United States, found that use of visual signaling was significantly associated with lower levels of student self-reported cognitive load versus students in a no-signaling version of the assessment. Further, the efficiency of the virtual world-based assessment was significantly higher, as measured by in-world object interaction rates, for students in the visual signaling version of the assessment than for those in the no-signaling treatment. In the paper, we discuss the results and their meaning for the design of virtual world and game-based assessments.

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KW - Game-based learning

KW - Instructional design

KW - Science education

KW - Virtual world

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Visual signaling in virtual world-based assessments: The SAVE Science project

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