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Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments

Donna Russell, Steven E. Wallis
Copyright: © 2019 |Pages: 26
ISBN13: 9781522581796|ISBN10: 1522581790|EISBN13: 9781522581802
DOI: 10.4018/978-1-5225-8179-6.ch002
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MLA

Russell, Donna, and Steven E. Wallis. "Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments." Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 26-51. https://doi.org/10.4018/978-1-5225-8179-6.ch002

APA

Russell, D. & Wallis, S. E. (2019). Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments. In I. Management Association (Ed.), Virtual Reality in Education: Breakthroughs in Research and Practice (pp. 26-51). IGI Global. https://doi.org/10.4018/978-1-5225-8179-6.ch002

Chicago

Russell, Donna, and Steven E. Wallis. "Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments." In Virtual Reality in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 26-51. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8179-6.ch002

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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for students and a standards-based but a more individualistic and thus viable assessment of learning to replace an outdated learning assessment model.

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