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.
