Student Perceptions of Immersive Virtual Environments for the Meaningful Assessment of Learning PROCEEDINGS
Jillianne Code, University of Victoria, Canada ; Jody Clarke-Midura, Harvard University, United States ; Nick Zap, Simon Fraser University, Canada ; Chris Dede, Harvard University, United States
EdMedia: World Conference on Educational Media and Technology, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The effectiveness of any educational technology depends upon teachers’ and learners’ perception of the functional utility of that medium for teaching, learning, and assessment. The Virtual Performance Assessment project at Harvard University (http://vpa.gse.harvard.edu) is developing and studying the feasibility of using immersive technology to develop performance assessments of middle school students’ scientific inquiry. This paper is a report of the initial findings of a study conducted with middle school students and their perceptions of the use of immersive virtual environments for assessment. We also present initial validation data for a newly constructed self-report instrument, the Meaningful Assessment of Learning Questionnaire for Virtual Environments (MALQ-VE).
Code, J., Clarke-Midura, J., Zap, N. & Dede, C. (2011). Student Perceptions of Immersive Virtual Environments for the Meaningful Assessment of Learning. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 358-367). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/37892/.
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