Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling.
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| Title: | Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling. |
|---|---|
| Authors: | Feng, Tianying1 (AUTHOR) tfeng0315@ucla.edu, Cai, Li1 (AUTHOR) |
| Source: | Journal of Educational Measurement. Spring2026, Vol. 63 Issue 1, p1-37. 37p. |
| Subject Terms: | *Item response theory, *Common misconceptions, *Educational games, *Evaluation research, *Gamification, Randomized controlled trials, Data management |
| Abstract: | Process information collected from educational games can illuminate how students approach interactive tasks, complementing assessment outcomes routinely examined in evaluation studies. However, the two sources of information are historically analyzed and interpreted separately, and diagnostic process information is often underused. To tackle these issues, we present a new application of cross‐classified item response theory modeling, using indicators of knowledge misconceptions and item‐level assessment data collected from a multisite game‐based randomized controlled trial. This application addresses (a) the joint modeling of students' pretest and posttest item responses and game‐based processes described by indicators of misconceptions; (b) integration of gameplay information when gauging the intervention effect of an educational game; (c) relationships among game‐based misconception, pretest initial status, and pre‐to‐post change; and (d) nesting of students within schools, a common aspect in multisite research. We also demonstrate how to structure the data and set up the model to enable our proposed application, and how our application compares to three other approaches to analyzing gameplay and assessment data. Lastly, we note the implications for future evaluation studies and for using analytic results to inform learning and instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192629992 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Feng%2C+Tianying%22">Feng, Tianying</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tfeng0315@ucla.edu</i><br /><searchLink fieldCode="AR" term="%22Cai%2C+Li%22">Cai, Li</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Measurement%22">Journal of Educational Measurement</searchLink>. Spring2026, Vol. 63 Issue 1, p1-37. 37p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Item+response+theory%22">Item response theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Common+misconceptions%22">Common misconceptions</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br />*<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Data+management%22">Data management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Process information collected from educational games can illuminate how students approach interactive tasks, complementing assessment outcomes routinely examined in evaluation studies. However, the two sources of information are historically analyzed and interpreted separately, and diagnostic process information is often underused. To tackle these issues, we present a new application of cross‐classified item response theory modeling, using indicators of knowledge misconceptions and item‐level assessment data collected from a multisite game‐based randomized controlled trial. This application addresses (a) the joint modeling of students' pretest and posttest item responses and game‐based processes described by indicators of misconceptions; (b) integration of gameplay information when gauging the intervention effect of an educational game; (c) relationships among game‐based misconception, pretest initial status, and pre‐to‐post change; and (d) nesting of students within schools, a common aspect in multisite research. We also demonstrate how to structure the data and set up the model to enable our proposed application, and how our application compares to three other approaches to analyzing gameplay and assessment data. Lastly, we note the implications for future evaluation studies and for using analytic results to inform learning and instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Educational Measurement is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192629992 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jedm.12396 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 1 Subjects: – SubjectFull: Item response theory Type: general – SubjectFull: Common misconceptions Type: general – SubjectFull: Educational games Type: general – SubjectFull: Evaluation research Type: general – SubjectFull: Gamification Type: general – SubjectFull: Randomized controlled trials Type: general – SubjectFull: Data management Type: general Titles: – TitleFull: Sensemaking of Process Data from Evaluation Studies of Educational Games: An Application of Cross‐Classified Item Response Theory Modeling. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Feng, Tianying – PersonEntity: Name: NameFull: Cai, Li IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00220655 Numbering: – Type: volume Value: 63 – Type: issue Value: 1 Titles: – TitleFull: Journal of Educational Measurement Type: main |
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