Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education
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Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education

Critical Responses included at the end of each chapter. View complete listing.
Shannon Kennedy-Clark, Kristina Everett, Penny Wheeler
Indexed In: SCOPUS View 1 More Indices
Release Date: April, 2014|Copyright: © 2014 |Pages: 333
DOI: 10.4018/978-1-4666-4470-0
ISBN13: 9781466644700|ISBN10: 1466644702|EISBN13: 9781466644717
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Description & Coverage
Description:

The ever-growing creation of new internet technologies has led to a growing trend and use of scenario-based virtual environments and serious games in education. Along with these new technologies, there is an increasing interest in how students can be effectively assessed when using these virtual environments.

Cases on the Assessment of Scenario and Game-Based Virtual Worlds in Higher Education is a comprehensive collection that provides aspects of assessment in virtual worlds combined with lessons learned from critical reflection. These case studies present successes, challenges, and innovations to be utilized as a framework for practitioners and researchers to base their own effective forms of scenario-based learning. This publication would be of particular interest to practice-based disciplines such as education, nursing, medicine, and social work.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Blended Learning and Assessment
  • Collaborative Learning
  • Designing Assessment
  • Experiential Learning and Assessment
  • Language Assessment
  • Scenario-Based Assessment
  • Virtual World
Reviews & Statements

Education and other researchers from Australia, New Zealand, South Africa, and Korea offer three cases and four essays on methodologies (with critical response chapters) for assessment when using virtual environments and serious games in online teaching in higher education. They present cases on midwifery programs, a postgraduate unit on information systems in business using Second Life, and 3D virtual environments in spatial design courses, and methods for online submission and assessment using GradeMark, the assessment of 3D virtual worlds in design education, group processes in virtual worlds, and using discourse analysis to assess student problem solving in virtual worlds.

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Editor/Author Biographies
Shannon Kennedy-Clark has been working in education for 20 years. She has worked in a diverse range of education environments both in Australia and overseas. She is currently the Head of Learning and Teaching at the Australian Film, Television, and Radio School. Shannon has a research background in computer-supported collaborative learning, applied linguistics, education, and research methods. She is currently involved in a range of projects on academic literacy, pre-service teacher education, and discourse analysis.
Kristina Everett is currently a Senior Lecturer in the Learning and Teaching Centre of Australian Catholic University, specializing in assessment policy and professional development. Previously, she worked as the coordinator of all Indigenous Studies programs at Macquarie University, Sydney, Australia, focusing on issues of social inclusion and social justice in global indigenous contexts, and piloting the Daruganora program. This inclusive, research-led teaching program aimed to address the under-representation of indigenous students and students from low socio-economic backgrounds by developing ongoing relationships with low SES schools. She has been a visiting scholar and continues to collaborate with researchers at the Centre d’Estudis Australians at Universitat de Barcelona.
Penny Wheeler is a Lecturer in the Learning and Teaching Centre at Australian Catholic University, Canberra, where she works in academic development, specializing in learning design, English language development in the curriculum, and capacity building in online teaching and resource development. She has many years of experience in public communication and workplace training, having worked as a government publisher and manager for agricultural and environmental communication campaigns, and has interests in informal learning, computer-supported collaborative learning, and communication. She is a graduate of the University of Sydney, where she tutored in English literature, language, and linguistics, and of the University of Technology, Sydney, where she studied eLearning. She has been interested in learning and teaching in virtual worlds since the text-only MOOs (Multi-user-dungeon, Object Oriented) of the 1990s.
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