PUBLICATIONS
Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Evidence-centred game design in assessment for learning in immersive virtual environments Proceedings Article In: 2023. BibTeX | Tags: Evidence centered game design, learner agency, video games Code, J, Forde, K, Ralph, R, Zap, N, Mehta, A, Chang, C, Wei, Z, Hu, L, Wang, S, Wu, B Assessment for learning in immersive virtual environments: An evidence-centred game design Proceedings Article In: American Educational Research Association 2023. BibTeX | Tags: Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games Code, J., Forde, K., Ralph, R., Zap, N., Mehta, A., Chang, C., Wei, Z., Hu, L., Wang, S., Wu, B. Assessment for learning in immersive virtual environments: An evidence-centred game design Proceedings Article In: 2023. BibTeX | Tags: assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games Code, J, Forde, K, Ralph, R, Zap, N Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM Proceedings STEM2021 International Conference Vancouver, Canada, 2021. Abstract | BibTeX | Tags: Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, Falling Skies!, formative assessment, learner agency Code, J, Forde, K, Petrina, S, Ralph, R, Zhao, J Designerly ways, means, and ends: From STEM to STEAM to STEAMD Proceedings STEM in Education 2021 Vancouver, BC, 2021. BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry Code, J, Forde, K, Ralph, R, Zap, N Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM Proceedings STEM in Education 2021 Vancouver, BC, 2021. Abstract | BibTeX | Tags: Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry2023
@inproceedings{code_evidence-centred_2023,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-01},
keywords = {Agency for Learning, ALIVE Investigator, Evidence centered game design, Falling Skies!, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_evidence-centred_2023b,
title = {Evidence-centred game design in assessment for learning in immersive virtual environments},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-31},
urldate = {2023-05-31},
keywords = {Evidence centered game design, learner agency, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_assessment_2023,
title = {Assessment for learning in immersive virtual environments: An evidence-centred game design},
author = {J Code and K Forde and R Ralph and N Zap and A Mehta and C Chang and Z Wei and L Hu and S Wang and B Wu},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
organization = {American Educational Research Association},
keywords = {Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
@inproceedings{code_assessment_2023b,
title = {Assessment for learning in immersive virtual environments: An evidence-centred game design},
author = {J. Code and K. Forde and R. Ralph and N. Zap and A. Mehta and C. Chang and Z. Wei and L. Hu and S. Wang and B. Wu},
year = {2023},
date = {2023-05-01},
urldate = {2023-05-01},
keywords = {assessment, Evidence centered game design, formative assessment, learner agency, learning design, video games},
pubstate = {published},
tppubtype = {inproceedings}
}
2021
@proceedings{Code2021c,
title = {Assessment for learning in immersive and virtual environments: Evidence-centered game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-09-01},
urldate = {2021-09-01},
address = {Vancouver, Canada},
institution = {University of British Columbia},
organization = {STEM2021 International Conference},
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how 3D immersive virtual environments (3DIVEs), as assessments for learning, is designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {Agency for Learning, ALIVE Investigator, assessment, Evidence centered game design, Falling Skies!, formative assessment, learner agency},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{Code2021d,
title = {Designerly ways, means, and ends: From STEM to STEAM to STEAMD},
author = {J Code and K Forde and S Petrina and R Ralph and J Zhao},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
institution = {University of British Columbia},
organization = {STEM in Education 2021},
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}
@proceedings{Code2021cb,
title = {Assessment for learning in immersive and virtual environments – Evidence centred game design in STEM},
author = {J Code and K Forde and R Ralph and N Zap},
editor = {D Anderson and M Milner-Bolotin},
year = {2021},
date = {2021-07-01},
urldate = {2021-07-01},
address = {Vancouver, BC},
organization = {STEM in Education 2021},
abstract = {Creative thinking, problem-solving and inquiry skills are primary goals of teaching and learning. This paper reports on the development of an authentic performance assessment in science, technology, engineering and mathematics (STEM), Falling Skies!, built around an ecological, inquiry-based problem – where students are presented with the issue of a mass mortality event and are challenged to investigate why this happened. Assessment for Learning in Immersive Virtual Environments (ALIVE; alivelab.ca) is a research program that examines how game-based 3D immersive virtual environments (3DIVEs), as assessments for learning, aren designed to enable students to regulate their science inquiry abilities in real-time. Specifically, this project explores the use of 3DIVEs to provide feedback through the formative assessment of inquiry reasoning in the context of middle school life science. Ultimately, the ALIVE project aims to contribute empirical evidence of how students conduct complex logic, assisting them to become better self-regulated learners, thus providing a sense of personal agency, efficacy, and opportunity necessary to participate in STEM careers.},
keywords = {Evidence centered game design, formative assessment, immersive learning, learner agency, learning analytics, science inquiry},
pubstate = {published},
tppubtype = {proceedings}
}