Affiliation:
1. St. John's University, USA
Abstract
This chapter draws upon data from an ongoing seven-year study of game-informed and game-based learning in public high school math classes in the northeastern United States. The researcher has worked closely with the same math teacher and his students to develop and refine a cooperative testing approach piloted and integrated into in the teacher's math classes since 2017. For this study, data from students' post-cooperative assessment reflections, along with hundreds of hours of classroom observation and eight student interviews, suggest that the cooperative features inherent in videogaming and esports can support a revised approach to assessing learning, one which honors social responsibility and meaningful learning.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献
1. Opportunities and Challenges in Educator Development;Innovations in Teacher Development, Personalized Learning, and Upskilling the Workforce;2023-07-03
2. Multiple-Multimodal Skills Through Responsive and Responsible Learning;Cases on Responsive and Responsible Learning in Higher Education;2023-02-24