iLRN2021 7th International Conference of the Immersive Learning Research Network

Diego Zapata-Rivera(1), Madeleine Keehner(1), James C. Lester(2), Seyedahmad Rahimi(3)
1: Educational Testing Service, United States of America; 2: North Carolina State University, United States of America; 3: University of Florida, United States of America

Presenters and topics include:
* Madeleine Keehner (ETS). In the US National Assessment of Educational Progress (NAEP), interactive and technology-rich digitally-based tasks and items are developed in a range of subjects and administered to a large, nationally-representative sample of 4th, 8th, and 12th grade students. In this presentation, Dr. Keehner will discuss some highlights from both research and practice in NAEP, in relation to designing tasks and interactive tools for gathering informative process data, and analyzing the data to derive and report on valid and meaningful inferences about test takers’ cognitive processes.
* Seyedahmad Rahimi (University of Florida). Learning games provide an avenue for assessing learning while it occurs. Physics Playground is a learning game about physics that uses stealth assessment to assess students' physics understanding in real-time. In this talk, Dr. Rahimi will briefly discuss the idea of stealth assessment, demo Physics Playground, talk about PP’s architecture, and share the findings of a recent study that used three versions of PP (i.e., adaptive, linear, and free choice).
* Diego Zapata-Rivera (ETS). Technology-rich environments offer many opportunities and challenges for assessing of complex skills in simulated systems. In this talk, we will talk about personalized, “caring” assessments and learning solutions that gather more information about the educational context, to create assessment experiences that are perceived as positive ones while providing actionable assessment information to support decision-making at various levels.

Quality of Education in Virtual Reality Rubric (QUIVRR)
Mina Johnson-Glenberg
Arizona State University and Embodied Games, United States of America
 
As more educational content is being ported to, and designed for, multidimensional VR devices, designers should create content that takes advantage of what VR does well, and this requires a reconceptualization beyond how the 2D content was created. Additionally, instructors and educators who are trying to decide which content to purchase need to be savvy consumers. This concise 22 item rubric has been created to serve both audiences, i.e., to aid educators in decision-making and to aid content designers by serving as a type of checklist for the activities and constructs that should be present in their educational VR content.