Li, J.; Bai, J.; Zhu, S.; Yang, H.H. Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design. Electronics2024, 13, 385.
Li, J.; Bai, J.; Zhu, S.; Yang, H.H. Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design. Electronics 2024, 13, 385.
Li, J.; Bai, J.; Zhu, S.; Yang, H.H. Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design. Electronics2024, 13, 385.
Li, J.; Bai, J.; Zhu, S.; Yang, H.H. Game-Based Assessment of Students’ Digital Literacy Using Evidence-Centered Game Design. Electronics 2024, 13, 385.
Abstract
This study measured secondary students’ digital literacy using a digital game-based assessment system that was designed and developed based on the Evidence-Centered Game Design (ECGD) approach. A total of 188 secondary students constituted the valid samples in this study. Fine-grained behavioral data generated from students’ gameplay processes were collected and recorded with the assessment system. The Delphi method was used to extract feature variables related to digital literacy from the process data, and the Analytic Hierarchy Process (AHP) method was used to construct the measurement model. The assessment results of the ECGD-based assessment had a high correlation with standardized test scores, which have been shown to be reliable and valid in prior large-scale assessment studies.
Keywords
digital literacy; digital game-based assessment; ECGD; AHP; assessment model
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
