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Technology, Knowledge and Learning

, Volume 19, Issue 1–2, pp 183–204 | Cite as

Improving Learners’ Ability to Recognize Emergence with Embedded Assessment in a Virtual Watershed

  • Benjamin E. ErlandsonEmail author
Original research

Abstract

Measures of participants’ water cycle knowledge and ability to recognize emergence were taken at various points throughout a 2-h experience with the Cloverdale virtual watershed socioecological simulation. Multilevel growth models were estimated for analysis of hypothesized predictive relationships between measured variables. Significant growth was found for ability to recognize emergence in participants that completed the Cloverdale virtual scenario. Preliminary water cycle knowledge was found to predict initial ability to recognize emergence. Application of results to unobtrusive assessment of learning in virtual worlds is discussed.

Keywords

Virtual worlds Complex systems Environmental education Growth modeling Unobtrusive assessment 

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Arizona State UniversityTempeUSA
  2. 2.ElkinUSA

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