ICLS 2000 Proceedings

Uneven Achievement in a Constructionist Learning Environment

Amy Bruckman, Elizabeth Edwards, Jason Elliott, and Carlos Jensen
College of Computing
Georgia Institute of Technology
Atlanta, GA 30332-0280
Email: {asb, lizzie, jlelliot, carlosj}@cc.gatech.edu

Abstract: MOOSE Crossing is a text-based virtual reality environment (or "MUD") designed to be a constructionist learning environment for children ages 8 to 12. We performed a portfolio-style assessment of children's programming accomplishments in this environment. Analysis of the data reveals uneven levels of achievement - some children accomplish a great deal but the majority learn little. We believe this to be a typical problem in self-motivated learning environments. We conclude by describing a new "merit badge" system we are currently implementing to help alleviate unevenness in children's achievement.

Keywords: constructionism, self-motivated learning, CSCL, portfolio assessment

Preferred Citation Format:
Bruckman, A., Edwards, E., Elliott, J., & Jensen, C. (2000). Uneven Achievement in a Constructionist Learning Environment. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 157-163). Mahwah, NJ: Erlbaum.

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