Date of Award:

8-2020

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Instructional Technology and Learning Sciences

Committee Chair(s)

Jody Clarke-Midura

Committee

Jody Clarke-Midura

Committee

Joshua J. Thoms

Committee

Andrew Walker

Committee

David F. Feldon

Committee

Victor R. Lee

Abstract

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.

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