PUBLICATIONS

@proceedings{Code2024,

title = {Navigating neurons: A journey through middle school cognition via game-based science inquiry},

author = {J Code and Z Tasabehji and A Lutrin and R Moylan and K Forde and E Donnelly and A Mehta and R Ralph and N Zap},

year  = {2024},

date = {2024-06-16},

urldate = {2024-02-19},

abstract = {Code, J., Tasabehji, Z., Lutrin, A., Moylan, R., Forde, K., Donnelly, E., Mehta, A., Ralph, R. & Zap, N. (2024, June). Navigating neurons: A journey through middle school cognition via game-based science inquiry. Canadian Society for the Study of Education Annual Conference, Montreal. },

keywords = {Agency for Learning, ALIVE Investigator, formative assessment, learner agency, video games},

pubstate = {published},

tppubtype = {proceedings}

}

@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}

}