Augmented assessment as a means to augmented reality.
Rigorous scientific assessment of educational technologies typically lags behind the availability of the technologies by years because of the lack of validated instruments and benchmarks. Even when the appropriate assessment instruments are available, they may not be applied because of time and monetary constraints. Work in augmented reality, instrumented mannequins, serious gaming, and similar promising educational technologies that haven't undergone timely, rigorous evaluation, highlights the need for assessment methodologies that address the limitations of traditional approaches. The most promising augmented assessment solutions incorporate elements of rapid prototyping used in the software industry, simulation-based assessment techniques modeled after methods used in bioinformatics, and object-oriented analysis methods borrowed from object oriented programming.
Bergeron
Bryan
B
HST Division of Harvard Medical School & MIT, USA.
D003198:Computer Simulation; D004501:Education, Medical; D013673:Technology Assessment, Biomedical; D014481:United States; D014584:User-Computer Interface