Applying Evidence-Centered Design to Assess Learner Competency Levels in VR Learning Experiences
DOI:
https://doi.org/10.56198/A6PFYVBHNKeywords:
Virtual Reality, Evidence-Centered Design, Immersive LearningAbstract
When designing virtual reality (VR) training, it's important that VR learning experiences output the proper data to measure learning and drive evidence-based insights about learner competency levels. This presentation proposes using the Evidence-Centered Design for Assessment (ECD) framework for designing VR experiences to ensure learning activities are aligned to competency indicators that
produce learner data that can be evaluated to assess mastery levels. The ECD framework can bring value to VR learning solutions by providing a method of embedding assessments directly within the learning experience without breaking immersion or disrupting flow. In the ECD framework, evidence of learning is directly tied to and measured by a learner’s actions within the VR environment, providing empirical data that practitioners and organizations can use to make inferences about a learner’s competency levels. This presentation will detail how to implement ECD into VR learning experiences and ensure that the solution’s instructional design is strategic and measurable, by leveraging three main models: Competency Model, Evidence Model, and Task Model.
References
Mislevy, R. J., Almond, R. G., & Lukas, J. F.: A brief introduction to evidence‐centered design. ETS Research Report Series, 2003(1), i-29 (2003).
Shute, V., & Ventura, M.: Stealth assessment: Measuring and supporting learning in video games. The MIT press (2013).
Shute, V., Rahimi, S., & Emihovich, B.: Assessment for learning in immersive environments. In Virtual, augmented, and mixed realities in education (pp. 71-87). Springer, Singapore (2017).
Mütterlein, J.: The three pillars of virtual reality? Investigating the roles of immersion, presence, and interactivity. In: Proceedings of the 51st Hawaii international conference on system sciences. (2018).
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