Enhanced Assessment Approaches in Immersive Environments: Meeting Competency-Oriented Requirements in the Classroom. Maderer, J.; Pirker, J.; and Gütl, C. Volume 916 , 2020.
abstract   bibtex   
© 2020, Springer Nature Switzerland AG. The broader availability of high-tech devices enables the research and application of enhanced and novel teaching technologies in STEM education, such as 3D learning environments. Also, automated assessment and guidance mechanisms should be considered that meet the requirements of modern competency-oriented curricula and support teachers in the classroom. In this paper, we investigate the current adoption of digital assessment tools and simulations, how teachers and research experts assess students in competency-oriented learning settings and present an extended conceptual architecture for flexible automated assessment in immersive environments. First results indicate that basic e-assessment techniques are still not fully prevalent in secondary education, but most teachers have expressed interest in simulations with automated assessment features.
@book{
 title = {Enhanced Assessment Approaches in Immersive Environments: Meeting Competency-Oriented Requirements in the Classroom},
 type = {book},
 year = {2020},
 source = {Advances in Intelligent Systems and Computing},
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 keywords = {Assessment,Competences,Immersive environments,Physics education,STEM education},
 volume = {916},
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 created = {2020-03-11T09:39:40.412Z},
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 abstract = {© 2020, Springer Nature Switzerland AG. The broader availability of high-tech devices enables the research and application of enhanced and novel teaching technologies in STEM education, such as 3D learning environments. Also, automated assessment and guidance mechanisms should be considered that meet the requirements of modern competency-oriented curricula and support teachers in the classroom. In this paper, we investigate the current adoption of digital assessment tools and simulations, how teachers and research experts assess students in competency-oriented learning settings and present an extended conceptual architecture for flexible automated assessment in immersive environments. First results indicate that basic e-assessment techniques are still not fully prevalent in secondary education, but most teachers have expressed interest in simulations with automated assessment features.},
 bibtype = {book},
 author = {Maderer, J. and Pirker, J. and Gütl, C.}
}
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