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Design Principles for Interactive Learning Environments with Embedded Formative Assessments

Design Principles for Interactive Learning Environments with Embedded Formative Assessments

Sara Dexter
Copyright: © 2011 |Pages: 14
ISBN13: 9781609601959|ISBN10: 1609601955|EISBN13: 9781609601966
DOI: 10.4018/978-1-60960-195-9.ch307
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MLA

Dexter, Sara. "Design Principles for Interactive Learning Environments with Embedded Formative Assessments." Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2011, pp. 687-700. https://doi.org/10.4018/978-1-60960-195-9.ch307

APA

Dexter, S. (2011). Design Principles for Interactive Learning Environments with Embedded Formative Assessments. In I. Management Association (Ed.), Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 687-700). IGI Global. https://doi.org/10.4018/978-1-60960-195-9.ch307

Chicago

Dexter, Sara. "Design Principles for Interactive Learning Environments with Embedded Formative Assessments." In Gaming and Simulations: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 687-700. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-195-9.ch307

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Abstract

The new technology-enhanced conception of assessment stands in contrast to the traditional view of assessments as tests of a learner’s ability to recall facts. Because technology mediates learning in new ways, it engenders new forms of knowledge as well as possibilities for documentation and analysis. Many have noted that games, simulations, and cases are engaging for learners and thus warrant further development for their expanded use. Research on learning and assessment suggests design principles that developers should follow when investing such effort in order to capitalize on how the interactive aspects of these tools can serve as assessments about what, how, and when learning is occurring. The ETIPS application described here serves as an example of how such principles can be used to guide priorities and decisions for developers as well as applied as criteria for determining the quality of such digital tools as learning environments and assessment tools.

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