Learning analytics application to examine validity and generalizability of game-based assessment for spatial reasoning

Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills. Practitioner notes What is already known about this topic: Digital games can be a powerful context to support and assess student learning. Games as assessments need to meet certain psychometric qualities such as validity and generalizability. Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities. What this paper adds: How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills. How to evaluate psychometric qualities of game-based assessment using learning analytics techniques. Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment. Implications for practice and/or policy: Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning. More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM. Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.