Abstract
This study measured secondary students’ digital literacy using a digital, game-based assessment system that was designed and developed based on the Evidence-Centered Game Design (ECGD) approach. A total of 188 valid secondary student samples were included in this study. Fine-grained behavioral data generated from students’ gameplay processes were collected and recorded with the assessment system. The Delphi method was employed to determine the feature variables extracted from the process data that were related to digital literacy, and the Analytic Hierarchy Process (AHP) method was used to construct the measurement model. The assessment results of the ECGD-based assessment had a high correlation with the standardized test scores, which have been shown to be reliable and valid in previous large-scale assessment studies.
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Acknowledgments
The work was supported by a grant from the National Natural Science Foundation of China (No. 62107019), and the National Key Research and Development program of China (No. 2021YFC3340803).
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Zhu, S., Li, J., Bai, J., Yang, H.H., Zhang, D. (2023). Assessing Secondary Students’ Digital Literacy Using an Evidence-Centered Game Design Approach. In: Li, C., Cheung, S.K.S., Wang, F.L., Lu, A., Kwok, L.F. (eds) Blended Learning : Lessons Learned and Ways Forward . ICBL 2023. Lecture Notes in Computer Science, vol 13978. Springer, Cham. https://doi.org/10.1007/978-3-031-35731-2_19
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