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.
|Number of pages||5|
|Publication status||Published - 2018|
|Event||35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, ASCILITE 2018 - Geelong, Australia|
Duration: 25 Nov 2018 → 28 Nov 2018
|Conference||35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, ASCILITE 2018|
|Period||25/11/18 → 28/11/18|