2026-09-18T21:47:05Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/1134542026-06-06T00:54:30Zcom_1721.1_7582com_1721.1_7581col_1721.1_131023
Justin Reich.
Wong, Tiffany Chi Man
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science.
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
2018-02-08T15:58:23Z
2018-02-08T15:58:23Z
2017
2017
http://hdl.handle.net/1721.1/113454
1020179986
Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 63-64).
Teachers that elicit learner knowledge at the beginning of new units are more aware of student preconceptions and reasoning. Teachers who understand student preconceptions are able better to anticipate misconceptions and help students assimilate new knowledge. However, many pre-service and in-service teachers neither collect student ideas nor know how to do so. For my thesis, I have designed and implemented Eliciting Learner Knowledge (ELK), an online, role-playing game for pre-service teachers. While playing ELK, users experiment and learn skills and strategies for gathering students ideas. The game has been iteratively user tested during Teaching System Lab's Dine and Play sessions and implemented in MIT's 11.125 Introduction to Education class.
by Tiffany Chi Man Wong.
M.Eng.
73 pages
eng
Massachusetts Institute of Technology
MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.
http://dspace.mit.edu/handle/1721.1/7582
Electrical Engineering and Computer Science.
ELK : an online, role-playing game to better elicit learner knowledge
Eliciting Learner Knowledge
Online, role-playing game to better elicit learner knowledge
Thesis
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<Abstract>Teachers that elicit learner knowledge at the beginning of new units are more aware of student preconceptions and reasoning. Teachers who understand student preconceptions are able better to anticipate misconceptions and help students assimilate new knowledge. However, many pre-service and in-service teachers neither collect student ideas nor know how to do so. For my thesis, I have designed and implemented Eliciting Learner Knowledge (ELK), an online, role-playing game for pre-service teachers. While playing ELK, users experiment and learn skills and strategies for gathering students ideas. The game has been iteratively user tested during Teaching System Lab's Dine and Play sessions and implemented in MIT's 11.125 Introduction to Education class.</Abstract>
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