Abstract
The broader education research community has adopted co-design, or participatory design, as a method to increase adoption of innovations in classrooms and to support professional learning of teachers. However, it can be challenging, due to co-design’s dynamic nature, to closely investigate how the co-process played out over time, and how it led to changes in teachers’ perceptions, beliefs, and/or practices. Applying Quantitative Ethnography, we investigate how teachers and researchers collaboratively designed assessment metrics and data visualizations for an educational math game; we discuss the interactions among the co-design activities, teachers’ learning, and qualities of the dashboard created as the output of the process.
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Kim, Y.J., Scianna, J., Knowles, M.A. (2023). How Can We Co-design Learning Analytics for Game-Based Assessment: ENA Analysis. In: Damşa, C., Barany, A. (eds) Advances in Quantitative Ethnography. ICQE 2022. Communications in Computer and Information Science, vol 1785. Springer, Cham. https://doi.org/10.1007/978-3-031-31726-2_15
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DOI: https://doi.org/10.1007/978-3-031-31726-2_15
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