Stealth Literacy Assessments via Educational Games

Autor/inn/en	Fang, Ying; Li, Tong; Huynh, Linh; Christhilf, Katerina; Roscoe, Rod D.; McNamara, Danielle S.
Titel	Stealth Literacy Assessments via Educational Games
Quelle	12 (2023), Artikel 130 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fang, Ying) ORCID (Li, Tong) ORCID (Huynh, Linh) ORCID (Christhilf, Katerina) ORCID (Roscoe, Rod D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy; Student Evaluation; Educational Games; Literacy Education; Intelligent Tutoring Systems; Reading Comprehension; Reading Strategies; Predictor Variables; Scores; Reading Tests; Reading Skills; Performance; Vocabulary Development; Natural Language Processing; Adults; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Schulnote; Studentische Bewertung; Educational game; Lernspiel; Intelligentes Tutorsystem; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Prädiktor; Lesetest; Reading skill; Lesefertigkeit; Achievement; Leistung; Wortschatzarbeit; Natürliche Sprache
Abstract	Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has some potential to increase the assessment's validity and reliability. The primary objective of this study is to examine the feasibility of a novel approach for stealthily assessing literacy skills using games in an intelligent tutoring system (ITS) designed for reading comprehension strategy training. We investigated the degree to which learners' game performance and enjoyment predicted their scores on standardized reading tests. Amazon Mechanical Turk participants (n = 211) played three games in iSTART and self-reported their level of game enjoyment after each game. Participants also completed the Gates-MacGinitie Reading Test (GMRT), which includes vocabulary knowledge and reading comprehension measures. The results indicated that participants' performance in each game as well as the combined performance across all three games predicted their literacy skills. However, the relations between game enjoyment and literacy skills varied across games. These findings suggest the potential of leveraging serious games to assess students' literacy skills and improve the adaptivity of game-based learning environments. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01