Using Cognitive and Affective Metrics in Educational Simulations and Games
Applications in School and Workplace Contexts
- Available for pre-order. Item will ship after May 18, 2021
Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training.
The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes.
Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.
Table of Contents
Part I: Cognitive Metrics
1. Video Games and Higher Cognition
Jocelyn Parong, Claire Holman, Emma Cunningham, C. Shawn Green, and Daphne Bavelier
2. Teaching and Assessing Young Gamers’ Engineering Problem Solving Using Interactive Simulation Games
3. Adaptation Evidence From a Digital Physics Game
Elizabeth J. K. H. Redman, Gregory K. W. K. Chung, Tianying Feng, Katerina Schenke, Charles B. Parks, Joanne K. Michiuye, Sandy M. Chang, and Jeremy D. Roberts
Part II: Affective Metrics
4. Metrics of Motivation in Simulations or Game Environments
5. Metrics for Engagement in Games and Simulations for Learning
Benjamin D. Nye, Mark G. Core, Aviroop Ghosal, and Peter B. Walker
6. Measuring and Increasing Self-Efficacy in a Game
Harold F. O’Neil, Richard E. Mayer, Robert Rueda, and Eva L. Baker
7. Measuring and Increasing Interest in a Game
Katerina Schenke, Harold F. O’Neil, Eva L. Baker, and Stephen E. Watson
8. Metrics for Assessment in the Navy Life Game
Alan D. Koenig, Markus R. Iseli, John J. Lee, Jenny C. Kao, and Joanne K. Michiuye
Harold F. O’Neil is Professor of Educational Psychology and Technology in the Rossier School of Education, University of Southern California, US.
Eva L. Baker is a Distinguished Professor at UCLA and founding Director of CRESST, US.
Ray S. Perez is Program Officer of the Cognitive Science of Learning Program, Office of Naval Research, US.
Stephen E. Watson is an Independent Consultant, US.