Driving Assessment of Students’ Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling
暂无分享,去创建一个
Douglas B. Clark | Gautam Biswas | Mario Martinez-Garza | Richard M. Luecht | Pratim Sengupta | P. Sengupta | Mario Martinez-Garza | G. Biswas | R. Luecht
[1] Yasmin B. Kafai,et al. Beyond Barbie and Mortal Kombat: New Perspectives on Gender and Gaming , 2008 .
[2] Brian C. Nelson,et al. Design-based Research Strategies for Developing a Scientific Inquiry Curriculum in a Multi-User Virtual Environment , 2005 .
[3] D. Haussler,et al. Hidden Markov models in computational biology. Applications to protein modeling. , 1993, Journal of molecular biology.
[4] J. Bransford,et al. How students learn : history, mathematics, and science in the classroom , 2005 .
[5] M. Honey,et al. Learning Science through Computer Games and Simulations. , 2011 .
[6] J. Huizinga. Homo Ludens: A Study of the Play-Element in Culture , 1938 .
[7] D. Olson,et al. The Handbook of education and human development : new models of learning, teaching, and schooling , 1996 .
[8] J. Frederiksen,et al. Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students , 1998 .
[9] Matthew W. Lewis,et al. Self-Explonations: How Students Study and Use Examples in Learning to Solve Problems , 1989, Cogn. Sci..
[10] Brian C. Nelson,et al. Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States , 2011, Comput. Educ..
[11] Mark J. Gierl,et al. Defining and Evaluating Models of Cognition Used in Educational Measurement to Make Inferences about Examinees' Thinking Processes. , 2007 .
[12] Pratim Sengupta,et al. Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity: Cognitive Tool for Scientific Inquiry , 2011 .
[13] P. Pintrich,et al. Handbook of self-regulation , 2000 .
[14] P. Pintrich. The role of goal orientation in self-regulated learning. , 2000 .
[15] R. Mayer,et al. Engaging students in active learning: The case for personalized multimedia messages. , 2000 .
[16] R. Mayer,et al. Personalized messages that promote science learning in virtual environments , 2004 .
[17] Gautam Biswas,et al. LEARNING BY TEACHING: A NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE , 2005, Appl. Artif. Intell..
[18] B. D. Coller,et al. Effectiveness of using a video game to teach a course in mechanical engineering , 2009, Comput. Educ..
[19] Daniel L. Schwartz,et al. Interactive Metacognition: Monitoring and Regulating a Teachable Agent , 2009 .
[20] Douglas Clark,et al. Hands-on Investigation in Internet Environments: Teaching Thermal Equilibrium , 2013 .
[21] Alex Pentland,et al. Coupled hidden Markov models for complex action recognition , 1997, Proceedings of IEEE Computer Society Conference on Computer Vision and Pattern Recognition.
[22] David Palmer,et al. The POE in the primary school: An evaluation , 1995 .
[23] Jean Fisher,et al. Dream Machines , 2000 .
[24] Daniel P. Shepardson,et al. The impact of a science demonstration on children's understandings of air pressure , 1994 .
[25] Douglas J. Hacker,et al. Handbook of Metacognition in Education , 2009 .
[26] Richard M. Luecht,et al. Multidimensional Computerized Adaptive Testing in a Certification or Licensure Context , 1996 .
[27] Michelene T. H. Chi,et al. The Cambridge Handbook of Multimedia Learning: The Self-Explanation Principle in Multimedia Learning , 2005 .
[28] Andrea A. diSessa,et al. Relations between Types of Reasoning and Computational Representations , 2004, Int. J. Comput. Math. Learn..
[29] Gautam Biswas,et al. Modeling and Measuring Self-Regulated Learning in Teachable Agent Environments , 2010, AAAI Fall Symposium: Cognitive and Metacognitive Educational Systems.
[30] B. Zimmerman. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis , 2001 .
[31] C. Liew,et al. The effectiveness of predict-observe-explain technique in diagnosing students' understanding of science and identifying their level of achievement , 2004 .
[32] Mykola Pechenizkiy,et al. Handbook of Educational Data Mining , 2010 .
[33] A. diSessa. Toward an Epistemology of Physics , 1993 .
[34] Brian C. Nelson,et al. Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project , 2010, Int. J. Gaming Comput. Mediat. Simulations.
[35] Michael Barnett,et al. Using Video Games to Support Pre-Service Elementary Teachers Learning of Basic Physics Principles , 2011 .
[36] Jonathan P. Rowe,et al. The effects of empathetic virtual characters on presence in narrative-centered learning environments , 2008, CHI.
[37] Philip H. Winne,et al. The weave of motivation and self-regulated learning. , 2008 .
[38] Kurt Squire,et al. Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers , 2007 .
[39] Brian C. Nelson. Exploring the Use of Individualized, Reflective Guidance In an Educational Multi-User Virtual Environment , 2007 .
[40] Kurt Squire,et al. Augmented Reality Simulations on Handheld Computers , 2007 .
[41] Jeffrey Mervis,et al. Adding a T to the Three R's , 2009, Science.
[42] Robert L. Goldstone,et al. Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education , 2009 .
[43] Ibrahim Khatete. Innovations in Science and Mathematics Education , 2005 .
[44] Daniel Wendel,et al. The Simulation Cycle: Combining Games, Simulations, Engineering and Science Using StarLogo TNG , 2009 .
[45] Daniel L. Schwartz,et al. Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications , 1999 .
[46] J. Minstrell. Explaining the ’’at rest’’ condition of an object , 1982 .
[47] Robert A. Reiser,et al. Trends and issues in instructional design and technology , 2002 .
[48] Douglas B. Clark,et al. Personally‐Seeded Discussions to Scaffold Online Argumentation , 2007 .
[49] F. Lord. Applications of Item Response Theory To Practical Testing Problems , 1980 .
[50] Ann L. Brown,et al. Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving , 1995 .
[51] R. Hambleton,et al. Item Response Theory , 1984, The History of Educational Measurement.
[52] B. Zimmerman,et al. Self-regulated learning and academic achievement : theoretical perspectives , 2001 .
[53] Gautam Biswas,et al. Technology support for complex problem solving: from SAD environments to AI , 2001 .
[54] Ruth Wylie,et al. The Self-Explanation Principle in Multimedia Learning , 2014 .
[55] Alan Amory,et al. Game object model version II: a theoretical framework for educational game development , 2007 .
[56] James Paul Gee,et al. What video games have to teach us about learning and literacy , 2007, CIE.
[57] Biing-Hwang Juang,et al. Hidden Markov Models for Speech Recognition , 1991 .
[58] John K. Gilbert,et al. Models of magnetism , 1998 .
[59] L. E. Klopfer,et al. Cognitive research and the design of science instruction , 1982 .
[60] N. Webb. Peer interaction and learning in small groups , 1989 .
[61] E. Dieterle,et al. Neomillennial Learning Styles and River City , 2023, Children, Youth and Environments.
[62] Valerie J. Shute,et al. Games, Learning, and Assessment , 2012 .
[63] Caroline Pelletier. Gaming in Context: How Young People Construct Their Gendered Identities in Playing and Making Games , 2008 .
[64] Matthew Kearney,et al. Classroom Use of Multimedia-Supported Predict–Observe–Explain Tasks in a Social Constructivist Learning Environment , 2004 .
[65] Yasmin B. Kafai,et al. Proceedings of the 6th international conference on Learning sciences , 2004 .
[66] Yasmin B. Kafai,et al. Investigating the ‘‘Why’’ in Whypox , 2009, Games Cult..
[67] Diana G. Oblinger. Games and Learning. , 2006 .
[68] Marcia C. Linn,et al. Designing for Knowledge Integration: The Impact of Instructional Time , 2003 .
[69] Cheryl I. Johnson,et al. Adding Instructional Features That Promote Learning in a Game-Like Environment , 2010 .
[70] Douglas B. Clark,et al. Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines, Turkey, China, Mexico, and the United States , 2011 .
[71] Brian C. Nelson,et al. Presence and Middle School Students' Participation in a Virtual Game Environment to Assess Science Inquiry , 2012, J. Educ. Technol. Soc..
[72] Martha L. Stocking,et al. CASE STUDIES IN COMPUTER ADAPTIVE TEST DESIGN THROUGH SIMULATION1,2 , 1993 .
[73] Marcia C. Linn,et al. Scaffolding knowledge integration through curricular depth , 2000 .
[74] James Minogue,et al. Investigating the impact of video games on high school students' engagement and learning about genetics , 2009, Comput. Educ..
[75] William A. Sands,et al. Computerized adaptive testing: From inquiry to operation. , 1997 .
[76] M. Chi,et al. The Content of Physics Self-Explanations , 1991 .
[77] S. Barab,et al. Eat Your Vegetables and Do Your Homework: A Design Based Investigation of Enjoyment and Meaning in Learning , 2005 .
[78] Cen Li,et al. Applying the Hidden Markov Model Methodology for Unsupervised Learning of Temporal Data , 2002 .
[79] S. Herring,et al. Situationally embodied curriculum: Relating formalisms and contexts , 2007 .
[80] M. Hilton. Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary , 2010 .
[81] Yaacov Schul,et al. On the Cognitive Benefits of Teaching , 1980 .
[82] Sean C. Duncan,et al. Scientific Habits of Mind in Virtual Worlds , 2008 .
[83] Brian C. Nelson,et al. A Multi-user virtual environment for building higher order inquiry skills in science , 2006 .
[84] Y. Kafai,et al. Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases , 2006, Journal of science education and technology.
[85] Lawrence R. Rabiner,et al. A tutorial on hidden Markov models and selected applications in speech recognition , 1989, Proc. IEEE.
[86] R. Azevedo. Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion , 2009 .
[87] J. McGonigal. Reality Is Broken: Why Games Make Us Better and How They Can Change the World , 2011 .
[88] Daniel L. Schwartz,et al. Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction , 2004 .
[89] Kurt Squire,et al. Design Principles of Next-Generation Digital Gaming for Education. , 2003 .
[90] Daniel O. Segall,et al. Multidimensional adaptive testing , 1996 .
[91] Marcia C. Linn,et al. Internet Environments for Science Education , 2004 .
[92] Dirk Ifenthaler,et al. Assessment in Game-Based Learning: Foundations, Innovations, and Perspectives , 2012 .
[93] R. Linn. Educational measurement, 3rd ed. , 1989 .
[94] Daniel T. Hickey,et al. Designing Assessments and Assessing Designs in Virtual Educational Environments , 2009 .
[95] Gautam Biswas,et al. Measuring Self-Regulated Learning Skills through Social Interactions in a teachable Agent Environment , 2010, Res. Pract. Technol. Enhanc. Learn..
[96] Richard Gunstone,et al. The Process of Conceptual Change in 'Force and Motion'. , 1997 .
[97] Daniel L. Schwartz,et al. Rethinking transfer: A simple proposal with multiple implica-tions , 1999 .
[98] J. Michael Spector,et al. Handbook of Research on Educational Communications and Technology, 3rd Edition , 2012 .
[99] John S. Kinnebrew,et al. A Contextualized, Differential Sequence Mining Method to Derive Students' Learning Behavior Patterns , 2013, EDM 2013.
[100] Ramakrishnan Srikant,et al. Mining sequential patterns , 1995, Proceedings of the Eleventh International Conference on Data Engineering.
[101] N. Webb,et al. Productive Helping in Cooperative Groups , 2002 .
[102] Kent J. Crippen,et al. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning , 2006 .
[103] Gautam Biswas,et al. Mining Student Behavior Models in Learning-by-Teaching Environments , 2008, EDM.
[104] M. Csíkszentmihályi. Flow: The Psychology of Optimal Experience , 1990 .
[105] Douglas B. Clark. Longitudinal Conceptual Change in Students' Understanding of Thermal Equilibrium: An Examination of the Process of Conceptual Restructuring , 2006 .
[106] D. Borsboom. Educational Measurement (4th ed.) , 2009 .
[107] T. Anderson,et al. Design-Based Research , 2012 .
[108] K. Squire. Changing the Game: What Happens When Video Games Enter the Classroom? , 2005 .
[109] Gautam Biswas,et al. Designing Learning by Teaching Agents: The Betty's Brain System , 2008, Int. J. Artif. Intell. Educ..
[110] John C. Nesbit,et al. Sequential Pattern Analysis of Learning Logs: Methodology and Applications , 2010 .
[111] B. Zimmerman,et al. Motivation and Self-Regulated Learning: Theory, Research, and Applications , 2009 .
[112] Michael Barnett,et al. Electromagnetism Supercharged! Learning Physics with Digital Simulation Games , 2004, ICLS.
[113] Richard Gunstone,et al. Conceptual Change and Physics Instruction: A Longitudinal Study. , 1990 .
[114] K. McGilly,et al. Classroom lessons: Integrating cognitive theory and classroom practice. , 1994 .
[115] James W Pellegrino,et al. Technology and Testing , 2009, Science.
[116] D. Treagust,et al. A Predict-Observe-Explain Teaching Sequence for Learning about Students' Understanding of Heat and Expansion Liquids. , 1995 .
[117] Cornelis A.W. Glas,et al. Statistical Tests of Conditional Independence Between Responses and/or Response Times on Test Items , 2010 .
[118] Glenda A. Gunter,et al. Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games , 2008 .
[119] Audrey B. Champagne,et al. The National Science Education Standards. , 2000 .
[120] Chris Dede,et al. Making Learning Meaningful: An explatory study of using multi-user environments (MUVEs) in middle school science. , 2005 .
[121] Tai Yu Lin,et al. Smart Machines in Education , 2002, J. Educ. Technol. Soc..
[122] S. Barab,et al. Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play , 2007 .
[123] Richard Mayer,et al. Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.
[124] Yoon Jeon Kim,et al. Formative and Stealth Assessment , 2014 .
[125] D. Bub,et al. Video‐game training and naïve reasoning about object motion , 2009 .