Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling

IF 16.4 1区 化学 Q1 CHEMISTRY, MULTIDISCIPLINARY
Tianying Feng, Li Cai
{"title":"Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling","authors":"Tianying Feng, Li Cai","doi":"10.1111/jedm.12396","DOIUrl":null,"url":null,"abstract":"Process information collected from educational games can illuminate how students approach interactive tasks, complementing assessment outcomes routinely examined in evaluation studies. However, the two sources of information are historically analyzed and interpreted separately, and diagnostic process information is often underused. To tackle these issues, we present a new application of cross‐classified item response theory modeling, using indicators of knowledge misconceptions and item‐level assessment data collected from a multisite game‐based randomized controlled trial. This application addresses (a) the joint modeling of students' pretest and posttest item responses and game‐based processes described by indicators of misconceptions; (b) integration of gameplay information when gauging the intervention effect of an educational game; (c) relationships among game‐based misconception, pretest initial status, and pre‐to‐post change; and (d) nesting of students within schools, a common aspect in multisite research. We also demonstrate how to structure the data and set up the model to enable our proposed application, and how our application compares to three other approaches to analyzing gameplay and assessment data. Lastly, we note the implications for future evaluation studies and for using analytic results to inform learning and instruction.","PeriodicalId":1,"journal":{"name":"Accounts of Chemical Research","volume":"20 5","pages":""},"PeriodicalIF":16.4000,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounts of Chemical Research","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/jedm.12396","RegionNum":1,"RegionCategory":"化学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0

Abstract

Process information collected from educational games can illuminate how students approach interactive tasks, complementing assessment outcomes routinely examined in evaluation studies. However, the two sources of information are historically analyzed and interpreted separately, and diagnostic process information is often underused. To tackle these issues, we present a new application of cross‐classified item response theory modeling, using indicators of knowledge misconceptions and item‐level assessment data collected from a multisite game‐based randomized controlled trial. This application addresses (a) the joint modeling of students' pretest and posttest item responses and game‐based processes described by indicators of misconceptions; (b) integration of gameplay information when gauging the intervention effect of an educational game; (c) relationships among game‐based misconception, pretest initial status, and pre‐to‐post change; and (d) nesting of students within schools, a common aspect in multisite research. We also demonstrate how to structure the data and set up the model to enable our proposed application, and how our application compares to three other approaches to analyzing gameplay and assessment data. Lastly, we note the implications for future evaluation studies and for using analytic results to inform learning and instruction.
从教育游戏评价研究中感知过程数据:交叉分类项目反应理论模型的应用
从教育游戏中收集到的过程信息可以揭示学生是如何完成互动任务的,从而对评估研究中例行检查的评估结果进行补充。然而,这两种信息来源历来是分开分析和解释的,而且诊断性的过程信息往往没有得到充分利用。为了解决这些问题,我们提出了交叉分类项目反应理论建模的新应用,使用了从基于游戏的多站点随机对照试验中收集的知识误解指标和项目级评估数据。这一应用解决了以下问题:(a) 学生测试前和测试后的项目反应以及由误解指标描述的基于游戏的过程的联合建模;(b) 在衡量教育游戏的干预效果时整合游戏信息;(c) 基于游戏的误解、测试前的初始状态以及测试前到测试后的变化之间的关系;(d) 多站点研究中常见的学校内学生嵌套问题。我们还演示了如何构建数据和建立模型,以实现我们建议的应用,以及我们的应用与其他三种游戏和评估数据分析方法的比较。最后,我们指出了对未来评估研究以及利用分析结果为学习和教学提供信息的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Accounts of Chemical Research
Accounts of Chemical Research 化学-化学综合
CiteScore
31.40
自引率
1.10%
发文量
312
审稿时长
2 months
期刊介绍: Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信