An Experiential System for Learning Probability: Stat Lady Description and Evaluation

Valerie J. Shute

Instructional Science: An International Journal of the Learning Sciences Vol. 24, No. 1 (1996) pp. 25–46

Describes a computer-based instructional system called Stat Lady and reports the results of an evaluation study of undergraduates that tested the efficacy of learning probability from this program compared to a traditional lecture and a no-treatment ...

A Large-Scale Evaluation of an Intelligent Discovery World: Smithtown

Valerie J. Shute; Robert Glaser

Interactive Learning Environments Vol. 1, No. 1 (1990) pp. 51–77

Presents an evaluation of "Smithtown," an intelligent tutoring system designed to teach inductive inquiry skills and principles of basic microeconomics. Two studies of individual differences in learning are described, including a comparison of...

The interplay of game elements with psychometric qualities, learning, and enjoyment in game-based assessment

Yoon Jeon Kim; Valerie J. Shute

Computers & Education Vol. 87, No. 1 (September 2015) pp. 340–356

Educators today are increasingly interested in using game-based assessment to assess and support students' learning. In the present study, we investigated how changing a game design element,

Language: English

The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills

Valerie J. Shute; Matthew Ventura; Fengfeng Ke

Computers & Education Vol. 80, No. 1 (January 2015) pp. 58–67

In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, participants completed a set of online tests related ...

Language: English

Demystifying computational thinking

Valerie J. Shute; Chen Sun; Jodi Asbell-Clarke

Educational Research Review Vol. 22, No. 1 (November 2017) pp. 142–158

This paper examines the growing field of computational thinking (CT) in education. A review of the relevant literature shows a diversity in definitions, interventions, assessments, and models. After synthesizing various approaches used to develop...

Language: English

Assessment and Learning of Qualitative Physics in Newton's Playground

Valerie J. Shute; Matthew Ventura; Yoon Jeon Kim

Journal of Educational Research Vol. 106, No. 6 (2013) pp. 423–430

Digital games are very popular in modern culture. The authors are examining ways to leverage these engaging environments to assess and support student competencies. The authors examine gameplay and learning using a physics game they developed called ...

An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments

Eric G. Hansen; Valerie J. Shute; Steven Landau

Journal of Visual Impairment & Blindness Vol. 104, No. 5 (May 2010) pp. 275–286

This study examined the usability of an assessment-for-learning (AfL) system that provides audio-tactile graphics for algebra content (geometric sequences) for individuals with visual impairments--two who are blind and two with low vision. It found...

Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline for Teaching Basic Statistical Skills

Elena Novak; Tristan E. Johnson; Gershon Tenenbaum; Valerie J. Shute

Interactive Learning Environments Vol. 24, No. 3 (2016) pp. 523–538

The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course....

Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game

Valerie J. Shute; Sidney D'Mello; Ryan Baker; Kyunghwa Cho; Nigel Bosch; Jaclyn Ocumpaugh; Matthew Ventura; Victoria Almeda

Computers & Education Vol. 86, No. 1 (August 2015) pp. 224–235

This study investigated the relationships among incoming knowledge, persistence, affective states, in-game progress, and consequently learning outcomes for students using the game Physics Playground. We used structural equation modeling to examine...

Language: English

On the Roles of External Knowledge Representations in Assessment Design

Robert J. Mislevy; John T. Behrens; Randy E. Bennett; Sarah F. Demark; Dennis C. Frezzo; Roy Levy; Daniel H. Robinson; Daisy Wise Rutstein; Valerie J. Shute; Ken Stanley; Fielding I. Winters

Journal of Technology, Learning, and Assessment Vol. 8, No. 2 (January 2010)

People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central...