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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: © 2009 |Pages: 14
ISBN13: 9781605663227|ISBN10: 1605663220|ISBN13 Softcover: 9781616925857|EISBN13: 9781605663234
DOI: 10.4018/978-1-60566-322-7.ch008
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MLA

Dexter, Sara. "Design Principles for Interactive Learning Environments with Embedded Formative Assessments." Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, IGI Global, 2009, pp. 157-170. https://doi.org/10.4018/978-1-60566-322-7.ch008

APA

Dexter, S. (2009). Design Principles for Interactive Learning Environments with Embedded Formative Assessments. In D. Gibson & Y. Baek (Eds.), Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments (pp. 157-170). IGI Global. https://doi.org/10.4018/978-1-60566-322-7.ch008

Chicago

Dexter, Sara. "Design Principles for Interactive Learning Environments with Embedded Formative Assessments." In Digital Simulations for Improving Education: Learning Through Artificial Teaching Environments, edited by David Gibson and Young Kyun Baek, 157-170. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-322-7.ch008

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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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