Abstract
Digital game-based learning (DGBL) environments are increasingly utilized to facilitate classroom instruction. For the game in our study, a formative stealth assessment tool, in the form of an intelligent tutoring system (ITS) is guided by evidence-centered assessment design (ECD). Cognitive Load Theory and ECD are utilized as diagnostic tools to analyze upsurges in hints delivered by the ITS and inform game design revisions that will promote improved learner support and learning outcomes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Proceedings of the Human Factors and Ergonomics Society Annual Meeting
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
