Abstract
The use of learning analytics (LA) in educational technology has emerged as a key interest to researchers with the promise that this technology will help teachers and schools make data-informed decisions that were not feasible without big data and AI-driven algorithms. Despite its potential, LA has not yet effectively connected research and practice broadly. In the field, we have yet to understand how research-based advances in LA can become accessible assets for teachers, and often LA tools are generally not aligned with teachers’ needs. To see the real impact of LA in classrooms, the first step is to understand teacher literacy for using sophisticated technology-enhanced learning systems that use algorithms and analytics. In this chapter, we present a framework that enables a collaborative design and development process for learning analytics and data visualizations, specifically using games developed for learning and assessment purposes. Using a 3D puzzle game, Shadowspect, the team has been exploring a balanced design of data visualization that considers teachers’ needs and desires as well as their assessment literacy. In this chapter, we (1) define what it means to be assessment literate in the context of game-based learning and assessment, (2) present a process of creating data visualizations with teachers as co-designers, and (3) present several use cases. This chapter can contribute to establishing the foundations of how to design dashboard systems for learning games that can lead to broad use of game data in classrooms.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alonso-Fernandez, C., Calvo-Morata, A., Freire, M., Martinez-Ortiz, I., & Fernández-Manjón, B. (2019). Applications of data science to game learning analytics data: A systematic literature review. Computers & Education, 141, 103612.
Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-centred learning analytics. Journal of Learning Analytics, 6(2), 1–9.
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016a). Approaches to classroom assessment inventory: A new instrument to support teacher assessment literacy. Educational Assessment, 21(4), 248–266.
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016b). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
DiCerbo, K. E. (2014). Game-based assessment of persistence. Journal of Educational Technology & Society, 17(1), 17–28.
Earl, L., & Fullan, M. (2003). Using data in leadership for learning. Cambridge Journal of Education, 33(3), 383–394.
Fishman, B., Riconscente, M., Snider, R., Tsai, T., & Plass, J. (2014). Empowering educators: Supporting student progress in the classroom with digital games. University of Michigan. Retrieved from http://gamesandlearning.umich.edu/agames
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20–20.
Gee, J. P. (2004). Learning by design: Games as learning machines (pp. 15–23). Interactive Educational Multimedia.
Goertz, M. E., Olah, L. N., & Riggan, M. (2009). Can interim assessments be used for instructional change.
Gomez, M. J., Ruipérez-Valiente, J. A., Martinez, P. A., & Kim, Y. J. (2020). Exploring the affordances of sequence mining in educational games. In Eighth international conference on technological ecosystems for enhancing multiculturality, (pp. 648–654).
Groff, J. S. (2018). The potentials of game-based environments for integrated, immersive learning data. European Journal of Education, 53(2), 188–201. https://doi.org/10.1111/ejed.12270
Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments ecosystem: Building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24(4), 470–497.
Huguet, A., Marsh, J. A., & Farrell, C. C. (2014). Building teachers’ data-use capacity: Insights from strong and developing coaches. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 22, 1–28.
Ifenthaler, D., & Erlandson, B. E. (2016). Learning with data: Visualization to support teaching, learning, and assessment. Technology, Knowledge and Learning, 21(1), 1–3. https://doi.org/10.1007/s10758-015-9273-5
Ikemoto, G. S., & Marsh, J. A. (2007). Chapter 5 cutting through the “data-driven” mantra: Different conceptions of data-driven decision making. Yearbook of the National Society for the Study of Education, 106(1), 105–131.
Kang, J., Liu, M., & Qu, W. (2017). Using gameplay data to examine learning behavior patterns in a serious game. Computers in Human Behavior, 72, 757–770. https://doi.org/10.1016/j.chb.2016.09.062
Karumbaiah, S., Baker, R. S., & Shute, V. (2018). Predicting quitting in students playing a learning game. International Educational Data Mining Society.
Kim, Y. J., & Ifenthaler, D. (2019). Game-based assessment: The past ten years and moving forward. In D. Ifenthaler & Y. J. Kim (Eds.), Game-based assessment revisited (pp. 3–11). Springer International Publishing. https://doi.org/10.1007/978-3-030-15569-8_1
Kim, Y. J., & Shute, V. J. (2015). The interplay of game elements with psychometric qualities, learning, and enjoyment in game-based assessment. Computers & Education, 87, 340–356.
Kim, Y. J., Ruipérez-Valiente, J. A., Philip, T., Louisa, R., & Klopfer, E. (2019). Towards a process to integrate learning analytics and evidence-centered design for game-based assessment. In Companion proceedings of the 9th international learning analytics and knowledge conference, (pp. 204–205).
Lim, C. P., & Chai, C. S. (2008). Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807–828.
Mandinach, E. B., & Gummer, E. S. (2013). A systemic view of implementing data literacy in educator preparation. Educational Researcher, 42(1), 30–37.
Mandinach, E. B., Honey, M., Light, D., & Brunner, C. (2008). A conceptual framework for data-driven decision making. Data-driven school improvement: Linking data and learning, (pp. 13–31).
Martınez, P. A., Gómez, M. J., Ruipérez-Valiente, J. A., Pérez, G. M., & Kim, Y. J. (2020). Visualizing educational game data: a case study of visualizations to support teachers.
Martinez-Maldonado, R., Elliott, D., Axisa, C., Power, T., Echeverria, V., & Buckingham Shum, S. (2020). Designing translucent learning analytics with teachers: An elicitation process. Interactive Learning Environments, 1–15.
Means, B., Chen, E., DeBarger, A., & Padilla, C. (2011). Teachers’ ability to use data to inform instruction: challenges and supports. In Office of planning, evaluation and policy development, US Department of Education.
Nguyen, H. A., Hou, X., Stamper, J., & McLaren, B. M. (2020). Moving beyond test scores: Analyzing the effectiveness of a digital learning game through learning analytics. International Educational Data Mining Society.
Oláh, L. N., Lawrence, N. R., & Riggan, M. (2010). Learning to learn from benchmark assessment data: How teachers analyze results. Peabody Journal of Education, 85(2), 226–245.
Owen, V. E., Roy, M.-H., Thai, K. P., Burnett, V., Jacobs, D., Keylor, E., & Baker, R. S. (2019). Detecting wheel-spinning and productive persistence in educational games. In International Educational Data Mining Society.
Perez-Colado, I., Alonso-Fernandez, C., Freire, M., Martinez-Ortiz, I., & Fernandez-Manjon, B. (2018, April). Game learning analytics is not informagic!. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1729–1737). IEEE.
Prieto-Alvarez, C. G., Martinez-Maldonado, R., & Anderson, T. (2018). Co-designing learning analytics tools with learners. Learning Analytics in the Classroom: Translating Learning Analytics Research for Teachers, 93–110.
Ruipérez-Valiente, J. A., & Kim, Y. J. (2020). Effects of solo vs. Collaborative play in a digital learning game on geometry: Results from a K12 experiment. Computers & Education, 159, 104008. https://doi.org/10.1016/j.compedu.2020.104008
Ruipérez-Valiente, J. A., Gaydos, M., Rosenheck, L., Kim, Y. J., & Klopfer, E. (2020). Patterns of engagement in an educational massively multiplayer online game: A multidimensional view. IEEE Transactions on Learning Technologies, 13(4), 648–661.
Shute, V. J., Ventura, M., Bauer, M., & Zapata-Rivera, D. (2009). Melding the power of serious games and embedded assessment to monitor and foster learning. Serious Games: Mechanisms and Effects, 2, 295–321.
Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. Joan Ganz Cooney Center at Sesame Workshop.
Tsai, Y.-S., & Gasevic, D. (2017). Learning analytics in higher education—Challenges and policies: A review of eight learning analytics policies. In Proceedings of the seventh international learning analytics & knowledge conference, (pp. 233–242).
Ventura, M., & Shute, V. (2013). The validity of a game-based assessment of persistence. Computers in Human Behavior, 29(6), 2568–2572.
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Kim, Y.J., Lin, G., Ruipérez-Valiente, J.A. (2021). Expanding Teacher Assessment Literacy with the Use of Data Visualizations in Game-Based Assessment. In: Sahin, M., Ifenthaler, D. (eds) Visualizations and Dashboards for Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-81222-5_18
Download citation
DOI: https://doi.org/10.1007/978-3-030-81222-5_18
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-81221-8
Online ISBN: 978-3-030-81222-5
eBook Packages: EducationEducation (R0)