Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
Date of Award:
Doctor of Philosophy (PhD)
Instructional Technology and Learning Sciences
Joshua J. Thoms
David F. Feldon
Victor R. Lee
The purpose of this multiple-paper dissertation is to design a digital game and stealth assessments within the game to assess young second language learners' Chinese reading proficiency. In Chapter 2 (Paper 1), I describe the game designed for this dissertation and how it was implemented in a dual language immersion classroom. This study found that the digital game and in-class implementation led to significant vocabulary and reading comprehension gains. Further, seven types of support that students needed while playing the game were identified. In Chapter 3 (Paper 2), I describe how educational data mining approaches, and more specifically, how data-driven explorations, can provide insight into how players interact with the game and further how those interactions relate to proficiency and learning. In this study, I identify time on task and use of an in-game glossing tool as important indicators for learning. In addition, four subgroups of students were identified based on their gameplay styles. Finally, in Chapter 4 (Paper 3), I describe how stealth assessments were designed and validated within the game. This study found that the stealth assessments were significantly correlated with two external measures of reading comprehension.
Poole, Frederick J., "Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension" (2020). All Graduate Theses and Dissertations. 7900.
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