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If the Gear Fits, Spin It Again!: Embodied Education, Design Components, and In-Play Assessments
Abstract
To understand how students learn while engaged in active and embodied science games, two gears games were created. Would students' gear switching skills during the game be correlated with pre- and post-knowledge tests? Twenty-three seventh graders, playing as dyads, used gestures to manipulate virtual gears in the games. The Microsoft Kinect sensor tracked arm-spinning movements. Paper and pencil gear knowledge tests were administered before and after. In Game 1 (the easier one), the in-game switching data was significantly negatively correlated with only pretest gear knowledge. In Game 2 (the harder one), switching was negatively associated with both pre- and posttests. Negative correlations mean that fewer switches were used and that demonstrated better knowledge of mechanical advantage. In-game process data can provide a window onto learner's knowledge. However, the games need to have appropriate sensitivity and map to the learner's ZPD. In ludo (or in-process) data from videogames with high sensitivity may attenuate the need for repetitive traditional knowledge tests.
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