Transcript of Serious Play Conference Los Angeles, CA July 22, 2014 Girlie C. Delacruz Games as Assessment:...
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- Serious Play Conference Los Angeles, CA July 22, 2014 Girlie C.
Delacruz Games as Assessment: Validating Patterns of Gameplay Via
Cluster Analysis
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- ENGAGE Team Regents of the University of California Eva Baker
Principal Investigator Girlie Delacruz Project Director Greg Chung
Project Director Noelle Griffin Associate Director Ayesha Madni
Senior Researcher Markus Iseli Senior Researcher Alan Koenig Senior
Researcher
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- Typical Metrics
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- Determine Proficiency
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- Diagnostic Assessment
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- Games As Formative Assessment Formative Assessment: Use and
interpretation of task performance information with intent to adapt
learning, such as provide feedback. (Baker, 1974; Scriven, 1967).
Formative Assessment: Use and interpretation of task performance
information with intent to adapt learning, such as provide
feedback. (Baker, 1974; Scriven, 1967). Formative Assessment: Use
and interpretation of task performance information with intent to
adapt learning, such as provide feedback. (Baker, 1974; Scriven,
1967). Formative Assessment: Use and interpretation of task
performance information with intent to adapt learning, such as
provide feedback. (Baker, 1974; Scriven, 1967).
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- Games As Formative Assessment Games as Formative Assessment:
Use and interpretation of game performance information with intent
to adapt learning, such as provide feedback. (Baker, 1974; Scriven,
1967). Games as Formative Assessment: Use and interpretation of
game performance information with intent to adapt learning, such as
provide feedback. (Baker, 1974; Scriven, 1967). Games as Formative
Assessment: Use and interpretation of game performance information
with intent to adapt learning, such as provide feedback. (Baker,
1974; Scriven, 1967). Games as Formative Assessment: Use and
interpretation of game performance information with intent to adapt
learning, such as provide feedback. (Baker, 1974; Scriven,
1967).
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- Qualitative Metrics
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- ENGAGE
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- Project Goals
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- ENGAGE Games
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- Go Vector Go
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- Current Study: Validating Patterns of Gameplay
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- Research Questions 1.What patterns of gameplay are identified
using cluster analysis? 2.What is the association between
identified clusters and performance on the related item
administered the pretest?
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- Force and Motion: Constant Velocity Big Idea A change in the
position and motion of an object is a result of the manipulation of
forces acting on an object. Example Learning Outcome Manipulate
friction, mass, force magnitude, force direction, and slope to
cause an object to move at constant velocity.
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- Pretest Item
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- Diagnostic Options 1. No changes in forces. 2. Vector know what
to do now. 3. A lot of forces. 4. A lot of energy. Prompt Why does
Vectors speed not change?
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- Cluster Analysis
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- Validity Evidence for Gameplay Patterns
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- Choosing Clustering Variables LevelVector isNeed toBy Initial
Force Magnitude Initial Surface Friction 4 Not moving Inc. speed
Dec. friction 1 (Reverse Thruster) 1 (Dirt) 10 Too slow Inc. speed
Dec. friction 1 (Reverse Thruster) 2 (Grass) 18 Too slow Inc. speed
Dec. friction 1 (Reverse Thruster) 1 (Dirt)
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- Results What patterns of behavior are identified using cluster
analysis? Gameplay pattern of friction values chosen on first
attempt (correct friction value should be 0) Number of students in
cluster Level 4 Level 10 Level 18 Set 1: Levels 4, 10, and 18
Cluster 1115300 Cluster 269303 Set 2: Levels 10 and 18 Cluster
178--00 Cluster 246--03 Cluster 363--33
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- Results What is the association between identified clusters and
performance on the related item administered the pretest? Gameplay
pattern of friction values chosen on first attempt (correct
friction value should be 0) Relation between gameplay pattern and
pretest item performance Number of students in cluster Level 4
Level 10 Level 18 Set 1: Levels 4, 10, and 18 Cluster membership
did not have any significant relation to student performance on the
assessment item. Cluster 1115300 Cluster 269303 Set 2: Levels 10
and 18 Cluster membership was a significant predictor of student
performance on the assessment item. Cluster 178--00 Students in
this cluster were over 2 times more likely to get the item correct
than students in Cluster 3. Cluster 246--03 Cluster 363--33
Students in this cluster were over 3 times more like to choose the
incorrect answer option Vector knows what to do now.
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- Results What is the association between identified clusters and
performance on the related item administered the pretest? Gameplay
pattern of friction values chosen on first attempt (correct
friction value should be 0) Relation between gameplay pattern and
pretest item performance Number of students in cluster Level 4
Level 10 Level 18 Set 1: Levels 4, 10, and 18 Cluster membership
did not have any significant relation to student performance on the
assessment item. Cluster 1115300 Cluster 269303 Set 2: Levels 10
and 18 Cluster membership was a significant predictor of student
performance on the assessment item. Cluster 178--00 Students in
this cluster were over 2 times more likely to get the item correct
than students in Cluster 3. Cluster 246--03 Cluster 363--33
Students in this cluster were over 3 times more like to choose the
incorrect answer option Vector knows what to do now.
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- Results What is the association between identified clusters and
performance on the related item administered the pretest? Gameplay
pattern of friction values chosen on first attempt (correct
friction value should be 0) Relation between gameplay pattern and
pretest item performance Number of students in cluster Level 4
Level 10 Level 18 Set 1: Levels 4, 10, and 18 Cluster membership
did not have any significant relation to student performance on the
assessment item. Cluster 1115300 Cluster 269303 Set 2: Levels 10
and 18 Cluster membership was a significant predictor of student
performance on the assessment item. Cluster 178--00 Students in
this cluster were over 2 times more likely to get the item correct
than students in Cluster 3. Cluster 246--03 Cluster 363--33
Students in this cluster were over 3 times more like to choose the
incorrect answer option Vector knows what to do now.
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- What Does This Mean? LevelVector isNeed toBy Initial Force
Magnitude Initial Surface Friction 4 Not moving Inc. speed Dec.
friction 1 (Reverse Thruster) 1 (Dirt) 10 Too slow Inc. speed Dec.
friction 1 (Reverse Thruster) 2 (Grass) 18 Too slow Inc. speed Dec.
friction 1 (Reverse Thruster) 1 (Dirt)
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- Implications: Validity Evidence for Gameplay Patterns
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- Next Steps
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- THANK YOU!!! Regents of the University of California
gdelacruz@cse.ucla.edu www.cresst.org
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- Gameplay Patterns: Levels 4 - 10 - 18
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- Gameplay Patterns: Levels 10 - 18
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- Gameplay Patterns: Levels 4 - 10 - 18
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- Gameplay Patterns: Levels 10 - 18
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- Association of Cluster Membership to Pretest Performance
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- Association of Cluster Membership to Incorrect Answer Options
Chosen 2. Vector know what to do now.