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Learning Science Through Computer Games and Simulations
learner’s interaction with the game should be used for summative as well asformative purposes, to measure the extent to which a student has advancedin the targeted science learning goals because of game play.
Research on how to effectively assess the learning outcomes of playing games is still in its infancy. Investigators are beginning to explore how best to embed assessment in games in ways that support both assessment and learning.
Conclusion:Although games offer an opportunity to enhance students’learning of complex science principles, research on how to effectively assesstheir learning and use that information in game environments to impact thelearning process is still in its infancy.
Continued research and development is critical to improve assessment of the learning outcomes of simulations and games. Improved assessments are needed for research purposes—to more clearly demonstrate the effectiveness of simulations and games to advance various science learning goals—and to support improvements in teaching and learning.
Conclusion:Much further research and development is needed to improveassessment of the science learning outcomes of simulations and games andrealize their potential to strengthen science assessment more generallyand support science learning.