Jody Clarke-Midura

Jody Clarke-Midura is a Research Associate at the Harvard Graduate School of Education where she leads the Virtual Assessment Research Group. Her research bridges numerous areas: the development of science inquiry skills, socio-cultural aspects of learning, equity, learning and assessment in virtual environments, issues of scale, and mixed methods research. For the past 10 years she has conducted design-based research in urban schools with high-populations of under-represented youth in STEM. She has participated in an Access working group and research paper on Technology Enabled Assessment and Accessibility published in The Journal of Technology, Learning and Assessment (JTLA). Her most recent work on assessment is featured in the Journal of Research on Technology in Education and in Better: Evidence Based Education. She holds a master’s degree in Technology in Education and a doctorate in Learning and Teaching.


A Systematic Review of Digital Games in Second Language Learning Studies
Frederick J. Poole, Jody Clarke-Midura. © 2020. 15 pages.
This systematic review presents a definition for digital games within the second/foreign language (L2) learning research field. This definition is used to identify games used in...
How Immersive Virtual Environments Foster Self-Regulated Learning
Yang Jiang, Jody Clarke-Midura, Ryan S. Baker, Luc Paquette, Bryan Keller. © 2018. 27 pages.
Over the past decade, immersive virtual environments have been increasingly used to facilitate students' learning of complex scientific topics. The non-linearity and...
Developing a Personalized, Educational Gaming Experience for Young Chinese DLI Learners: A Design-Based Approach
Frederick J. Poole, Joana Franco, Jody Clarke-Midura. © 2018. 22 pages.
In this chapter, a design-based approach was used to investigate the effectiveness of a story-driven game designed to improve elementary Chinese dual language immersion (DLI)...
Design and Implementation of an MMO: Approaches to Support Inquiry Learning with Games
Louisa Rosenheck, Susannah Gordon-Messer, Jody Clarke-Midura, Eric Klopfer. © 2016. 22 pages.
Games can be a powerful tool for learning not only content knowledge but also skills and ways of thinking. In a classroom, the instructional design that goes into the...
A Framework for Structuring Learning Assessment in a Massively Multiplayer Online Educational Game: Experiment Centered Design
Shawn Conrad, Jody Clarke-Midura, Eric Klopfer. © 2014. 23 pages.
Educational games offer an opportunity to engage and inspire students to take interest in science, technology, engineering, and mathematical (STEM) subjects. Unobtrusive learning...
Students’ Perceptions of a 3D Virtual Environment Designed for Metacognitive and Self-Regulated Learning in Science
Jody Clarke-Midura, Eugenia Garduño. © 2013. 25 pages.
Immersive and 3D virtual environments have the potential to offer more authentic science inquiry learning that allows for metacognitive and self-regulated learning strategies....
Virtual Performance Assessment in Immersive Virtual Environments
Jillianne Code, Jody Clarke-Midura, Nick Zap, Chris Dede. © 2012. 23 pages.
Validating interactions in immersive virtual environments (IVE) used in educational settings is critical for ensuring their effectiveness for learning. The effectiveness of any...
Assessing Science Inquiry: A Case Study of the Virtual Performance Assessment Project
Jody Clarke-Midura, Jillianne Code, Nick Zap, Chris Dede. © 2012. 27 pages.
Science inquiry is a cognitive process that depends upon the active engagement of students and is something that students do and is minds-on. However, given its active nature...