Human agency—the power to shape a course of action (Bandura, 2006)—has long been held central to empowered, self-regulated learning (Pintrich, 1999). Implicit in this choice-centered learning is the ability to take different pathways towards a solution, a key affordance of games as a medium to deliver engaging, effective educational experiences (c.f. Salen & Zimmerman, 2004). The work in this symposium reflects a holistic design goal in game-based learning—integrated learning and assessment which can support multiple pathways to learning. This integrated design is discussed from four perspectives: teacher-facing UI design, learning game design (integrated instruction & assessment), psychometric assessment analysis, and exploratory data mining of emergent learner patterns.
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