Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training.
Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training.
Harold F. O'Neil is Professor of Educational Psychology and Technology in the Rossier School of Education, University of Southern California, US. Eva L. Baker is a Distinguished Professor at UCLA and founding Director of CRESST, US. Ray S. Perez is Program Officer of the Cognitive Science of Learning Program, Office of Naval Research, US. Stephen E. Watson is Chief Inventor, Affinity Associates LLC, US.
Inhaltsangabe
Editors' Preface Part I: Cognitive Metrics 1. Video Games and Higher Cognition 2. Teaching and Assessing Young Gamers' Engineering Problem Solving Using Interactive Simulation Games 3. Adaptation Evidence From a Digital Physics Game Part II: Affective Metrics 4. Metrics of Motivation in Simulations or Game Environments 5. Metrics for Engagement in Games and Simulations for Learning 6. Measuring and Increasing Self-Efficacy in a Game 7. Measuring and Increasing Interest in a Game 8. Metrics for Assessment in the Navy Life Game
Editors' Preface Part I: Cognitive Metrics 1. Video Games and Higher Cognition 2. Teaching and Assessing Young Gamers' Engineering Problem Solving Using Interactive Simulation Games 3. Adaptation Evidence From a Digital Physics Game Part II: Affective Metrics 4. Metrics of Motivation in Simulations or Game Environments 5. Metrics for Engagement in Games and Simulations for Learning 6. Measuring and Increasing Self-Efficacy in a Game 7. Measuring and Increasing Interest in a Game 8. Metrics for Assessment in the Navy Life Game
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