Stealth Assessments in Minecraft: A Framework to Assess SRL Skills Taught to Students With Disabilities

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Author(s): Jennifer Gallup (Idaho State Univeristy, USA), Joel O. Bocanegra (Idaho State University, USA)and Greg Callan (Utah State University, USA)
Copyright: 2024
Pages: 13
Source title: Autism, Neurodiversity, and Equity in Professional Preparation Programs
Source Author(s)/Editor(s): Shanna Jamanis (Nazareth University, USA)and Dawn Vogler-Elias (Nazareth University, USA)
DOI: 10.4018/979-8-3693-0163-0.ch011

Keywords: Business & Management / Information Science Reference / Professional Development / Special Education

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Abstract

Students with Autism and related disabilities are becoming increasingly disengaged necessitating a dynamic shift in the measure of learning outcomes. Opportunities for authentic learning that support students for work in the 21st Century are often scant. Furthermore, teaching complex competencies (e.g. communication, collaboration, and problem-solving) for 21st-century requires the utilization of virtual mediums blended with academics to support success in today's work and life. Video games provide a natural conduit to learn, practice and refine complex skills. These skills are often a barrier to seeking and sustaining employment for those with disabilities. This article will present a sample of situated learning paired with an authentic assessment in the context of Minecraft used to teach complex competencies using Minecraft as the intervention delivered during Virtual Academy New and Exciting Transitions, a summer program, for individuals with autism and related disabilities

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Stealth Assessments in Minecraft: A Framework to Assess SRL Skills Taught to Students With Disabilities

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