Welcome to the InfoSci Platform
Reference Hub7
Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project

Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project

Brian C. Nelson, Diane Jass Ketelhut, Catherine Schifter
Copyright: © 2010 |Volume: 2 |Issue: 1 |Pages: 9
ISSN: 1942-3888|EISSN: 1942-3896|ISSN: 1948-5026|EISBN13: 9781616929442|EISSN: 1942-3896|DOI: 10.4018/jgcms.2010010103
Cite Article Cite Article

MLA

Nelson, Brian C., et al. "Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project." IJGCMS vol.2, no.1 2010: pp.31-39. http://doi.org/10.4018/jgcms.2010010103

APA

Nelson, B. C., Ketelhut, D. J., & Schifter, C. (2010). Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2(1), 31-39. http://doi.org/10.4018/jgcms.2010010103

Chicago

Nelson, Brian C., Diane Jass Ketelhut, and Catherine Schifter. "Exploring Cognitive Load in Immersive Educational Games: The SAVE Science Project," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 2, no.1: 31-39. http://doi.org/10.4018/jgcms.2010010103

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

SAVE Science is a research project focused on creating an innovative model for assessment of learning in STEM. In SAVE Science, we are implementing game-like modules for evaluating science content and inquiry in grades 7-8, using an assessment rubric of student interactions in a virtual environment designed to capture evolving patterns of scientific understanding among students. We are also investigating two “conditions for success” for virtual environment-based assessment: managing the effects of cognitive load students experience in complex virtual environments, and helping teachers integrate technology into their pedagogy. In this paper, we provide an overview of our design approaches aimed at helping students manage the high levels of cognitive load they report experiencing in virtual environments. By reducing the perceived complexity of virtual environment-based assessments, we hypothesize that learners will be better able to attend to the processes associated with the assessments, leading to more accurate evidentiary data.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.