Tag Archives: assessment

March 7, 2024 Austin Convention Center Room 12ABThe current edtech market is full of products that claim to fulfill lesson plans and make assessment easier for teachers. But what if,

This guest post by Anusha Subramanyam, PhD, BCBA-D and Tammy Kwan of Cognitive Toybox describes results from a pilot study in which Cognitive ToyBox, a game-based assessment program, was implemented

Before the Future of Childhood: Immersive Media and Child Development salon took place in November 2018, we invited experts to share their visions about the ways VR and AR might

Part 5 of MindShift’s Guide to Games and Learning. Nobody likes high-stakes testing. The problems are well documented. But maybe games can help to change the way we approach assessment.

A new study, called A-GAMES (Analyzing Games for Assessment in Math, ELA/Social Studies, and Science) has been funded by the Gates Foundation to study how video games support teachers’ classroom

In late September, more than 60 constituents from various sectors including research, policy, government, technology and investment gathered in Washington, D.C. for the “What Tech Works for Students? Using Data

What if algebra were more addictive than Angry Birds? Imagine an eight-year old mastering algebra on an iPad by sorting dragons into boxes. Or, what if middle schoolers could become

How does one know that an educational experience is actually helping students learn? Our company Motion Math makes educations games for the iPad and iPhone that let kids play with numbers. It’s easy for us to think, as we’re making our apps, and watching students play them, to believe that learning is happening, especially because we spend a lot of time ensuring that our designs follow good pedagogical and usability principles. However, the history of educational technology is littered with many false promises and disappointing results, most recently given an overview by Matt Richtel of The New York Times. For these reasons, and for our own self-understanding, it’s important that we sometimes hold our learning technologies up to scientific scrutiny.

In January, I attended a workshop dedicated to games, assessment and learning hosted by the MacArthur and Gates Foundations and the USC Game Innovation Lab. The workshop brought together game