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Creators/Authors contains: "Scianna, J"

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  1. ; ; (, nternational Conference on Quantitative Ethnography)
    Accepted Manuscript Full Text Available
  2. ; ; (, Proceedings of International Conference on Meaningful Play)
    Accepted Manuscript Full Text Available
  3. ; ; ; ; (, Asia-Pacific Society for Computers in Education (APSCE))
    In this work-in-progress poster, we will present how a team including game designers, learning scientists,and assessment scientists collaborated on an online adventure game, Aqualab, with the goal of creating a comprehensive long-format game that can be used across multiple classroom sessions to support development science inquiry practices as well as assess different learning pathways within the game. In this work-in-progress poster, we discuss how the team approached design and development of the game to ensure validity of the game, and how we are planning to further investigate validity evidence of the gameas a whole. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; (, Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education)
    Iyer, S (Ed.)
    In this work-in-progress poster, we will present how a team including game designers, learning scientists, and assessment scientists collaborated on an online adventure game, Aqualab, with the goal of creating a comprehensive long-format game that can be used across multiple classroom sessions to support development science inquiry practices as well as assess different learning pathways within the game. In this work-in-progress poster, we discuss how the team approached design and development of the game to ensure validity of the game, and how we are planning to further investigate validity evidence of the game as a whole. 
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    Accepted Manuscript Full Text Available
  5. ; ; (, Advances in Quantitative Ethnography. ICQE 2021. Communications in Computer and Information Science)
    Ruis, AR; Lee, SB (Ed.)
    Full Text Available 
  6. ; ; ; ; (, 2021 7th International Conference of the Immersive Learning Research Network (ILRN))
    Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 
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    Full Text Available