Assessment in Serious Educational Game, Simulations and Virtual Worlds, Part 2

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Annetta, L., Kirkley, J., Ketelhut, D., Savvides, P., Lu, L., Dunleavy, M., Jones, G., Lamb, R., Stone, M., Kirkley, S., Johnson-Glenberg, M., Birchfield, D. & Heinecke, W. (2010). Assessment in Serious Educational Game, Simulations and Virtual Worlds, Part 2. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1832-1833). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33626.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
ISBN 1-880094-78-9
  David Gibson & Bernie Dodge
AACE

More Information on SITE
Table of Contents

Authors

Leonard Annetta, NC State, USA; Jamie Kirkley, Wisdom Tools, Inc, USA; Diane Ketelhut, Temple University, USA; Philippos Savvides, Arizona State University, USA; Lilly Lu, Northern Illinois University, USA; Matt Dunleavy, Radford University, USA; Greg Jones, North Texas University, USA; Richard Lamb, Marcus Stone, North Carolina State University, USA; Sonny Kirkley, Information In Place, Inc., USA; Mina Johnson-Glenberg, David Birchfield, Arizona State University, USA; Walt Heinecke, University of Virginia, USA

Abstract

There is growing appreciation across the broader education community that educational three dimensional virtual learning environments are part of the daily lives of citizens. This blurring of the boundaries along with better understandings of learning as a personally constructed, life-long process of making meaning and shaping identity, has initiated a growing awareness in the field that the questions and frameworks guiding assessing these environments should be reconsidered in light of these new realities. Given the rapidly changing landscape of education, including the blurring of boundaries related to when, where, why and who is learning in Serious Educational Games, simulations, and 3D virtual learning environments, what are the best practices for assessing learning, presence, identity and interactivity? That is the overarching question this symposium will address.

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