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Using Cognitive and Affective Metrics in Educational Simulations and Games

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Adaptive Game
adaptive learning in digital games
Adaptive Version
adult learning
Assessment issues in simulations and games
Bayesian IRT
Bench Test
Biological Band
Category=JMR
Category=JNA
Category=JNDH
Category=JNQ
Category=JNV
Cattell Horn Carroll Model
cognitive ability
cognitive skills
creativity
digital learning
educational games
educational psychology
Educational simulations
educational technology
educational technology research
engagement metrics
Engineering Problem Solving
Entertainment Video Games
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Eva L. Baker
Game Based Learning Research
games and simulations
Harold F. O'Neil
Harold F. O’Neil
immersive systems
intelligence
learning analytics
metrics
Military psychology
military training evaluation
motivation measurement
Nonadaptive Version
OLS Regression
Pedagogical Agent
Playback
Postsecondary education
Posttest Scores
Problem Solving Tasks
psychometrics
qualitative assessment
quantitative assessment
Raven's Advanced Progressive Matrices
Ray Perez
Self-reported Engagement
serious games
simulation-based assessment
simulations
Steve Watson
Stratum II
student motivation
student needs
Symbol Search Task
system architecture
Technology Enhanced Learning Environments
testing and assessment
Training Lengths
Van Iddekinge
Video Game Experience
Video Game Play
video games
Vocational Psychology

Product details

  • ISBN 9780367243821
  • Weight: 480g
  • Dimensions: 152 x 229mm
  • Publication Date: 18 May 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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.

The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes.

Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
About

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.