Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Donna Russell (Walden University, USA) and Steven E. Wallis (Capella University, USA)
Copyright: © 2016 |Pages: 25
DOI: 10.4018/978-1-4666-9629-7.ch024
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Abstract

The purpose of this chapter is to develop a template for the evaluation of learning in an educational game. In this case, gaming is referred to as 3D immersive virtual learning environments. Problem-based learning is the design template for the IVLE as it engages learners in defined learning behaviors that have been shown to encourage advanced problem-based learning. As a result of this holistic design procedure the learning analytic system proposed in this chapter is an integrated system that can be linked to P-12 educational programs augmenting their traditional programs and providing alternative instructional procedures, alternative learning processes for students and a standards-based but a more individualistic and thus viable assessment of learning to replace an outdated learning assessment model.
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Background

The major issue in p-12 education today is the issue of how to assess learning. Currently high-stakes standardized testing is the norm for public schools in the U.S. Standardized testing mandated by the federal No Child Left Behind Act (NCLB) of 2001 and the attendent curriculum and instructional alignments has changed the nature of teaching and learning occurs in US schools. This bill was designed to hold schools accountable for learning but the current issue being debated is that the assessment of learning that the NCLB monitors is a low-level learning response for the testing process with the movement to develop a curriculum and instructional style that is not designed based on cognitive research and best-practice pedagogy but on standardized teaching model designed to disseminate information to all students in the same manner to prepare them for a test that removes information from context and meaning and instead focuses on memorization of facts.

Some of the problems with NCLB after 12 years include:

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