Birt, James R.

Cowling, Michael A.

Hillier, Matthew

English

This paper presents an approach to using Mixed Reality (MR) technologies in supervised summative exams. The student learning experience is increasingly replete with a rich range of digital tools, but we rarely see these same e-tools deployed for higher stakes supervised assessment, despite the increasing maturity of technologies that afford authentic learning experiences. Mixed Reality, including Augmented and Virtual Reality, enables educators to provide rich, immersive learner centred experiences that have unique affordances for collecting a range of learning analytics on student performance. This is especially so in the spatial dimension that is important in disciplines such as health, engineering, and physical education. Yet, in many institutions, paper-based exams still dominate, in some measure due to concerns over security, integrity and scalability. This is despite a key concern for educators and institutions in producing employment ready 21st century graduates being the authenticity of assessments used for high stakes judgements. We therefore present a proposal for how MR pedagogies can be deployed for use in supervised examination contexts in a manner that is secure, reliable, and potentially scalable. We also outline how existing technologies and frameworks can be used to collect learning analytics during a mixed reality examination session

Bond University Research Portal

Integrating Mixed Reality Spatial Learning Analytics into Secure Electronic Exams

This paper presents an approach to using mixed reality (MR) technologies in supervised summative electronic exams. The student learning experience is increasingly replete with a rich range of digital tools, but we rarely see these same e-tools deployed for higher stakes supervised assessment, despite the increasing maturity of technologies that afford authentic learning experiences. MR, including augmented and virtual reality, enables educators to provide rich, immersive learner centred experiences that have unique affordances for collecting a range of learning analytics on student performance. This is especially so in disciplines such as health, engineering, and physical education requiring a spatial dimension. Yet, in many institutions, paper-based exams still dominate, in some measure due to concerns over security, integrity and scalability. This is despite a key concern for educators and institutions in producing employment ready 21st century graduates being the authenticity of assessments used for high stakes judgements. We therefore present a proposal for how MR pedagogies can be deployed for use in supervised examination contexts in a manner that is secure, reliable, and scalable.</p

Cowling, Michael

Hillier, Mathew

Birt, James

University of Canberra Research Repository

Integrating mixed reality spatial learning analytics into secure electronic exams

https://researchsystem.canberra.edu.au/ws/files/58526944/Conference_paper_Hillier_ASCILITE_2018.pdf

Integrating Mixed Reality Spatial Learning Analytics into Secure Electronic Exams

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University of Canberra Research Repository