Abstract
The number of educational or serious games (SGs) available to educators has increased in recent years as the cost of game development has been reduced. A benefit of SGs is that they employ not only lesson content but also knowledge contexts where learners can connect information to its context of use with active participation and engagement. This, in turn, improves learners’ ability to recall, integrate, and apply what they learn. Much of the research on game analytics has examined learner in-game trails to build predictive models that identify negative learner actions (e.g., systematic guessing after the fact). However, analytics can also be used in the game design and development phases. Drawing on evidence-centered design (ECD), the chapter outlines ways that analytics can drive the development of scenarios and activities in a game and thus allows SGs to function as contextual apprenticeships, providing robust assessment opportunities. We describe how ECD theory was applied in a project to develop and test a SG that trains people to reduce their reliance on cognitive biases. We describe instances during the design process where our team encountered obstacles due to differing psychological and learning/teaching orientations, a topic rarely explored in the SG or ECD literature. Furthermore, we describe the final analytics-based game design features. We propose an additional element (persona) and how we anticipate incorporating that ECD extension into future projects.
| Original language | English (US) |
|---|---|
| Title of host publication | Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement |
| Publisher | Springer International Publishing |
| Pages | 275-300 |
| Number of pages | 26 |
| ISBN (Print) | 9783319058344, 9783319058337 |
| DOIs | |
| State | Published - Jan 1 2015 |
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Keywords
- Analytics
- Cognitive biases
- Evidence-centered design
- Game design
- Learning
- Perspectives
- Serious games
ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Analytics-driven design : Impact and implications of team member psychological perspectives on a serious games (SGs) design framework. / Folkestad, James Eric; Robinson, Daniel H.; McKernan, Brian; Martey, Rosa Mikeal; Rhodes, Matthew G.; Stromer-Galley, Jennifer; Kenski, Kate; Clegg, Benjamin A.; Shaw, Adrienne; Strzalkowski, Tomek.
Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement. Springer International Publishing, 2015. p. 275-300.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Analytics-driven design
T2 - Impact and implications of team member psychological perspectives on a serious games (SGs) design framework
AU - Folkestad, James Eric
AU - Robinson, Daniel H.
AU - McKernan, Brian
AU - Martey, Rosa Mikeal
AU - Rhodes, Matthew G.
AU - Stromer-Galley, Jennifer
AU - Kenski, Kate
AU - Clegg, Benjamin A.
AU - Shaw, Adrienne
AU - Strzalkowski, Tomek
PY - 2015/1/1
Y1 - 2015/1/1
N2 - The number of educational or serious games (SGs) available to educators has increased in recent years as the cost of game development has been reduced. A benefit of SGs is that they employ not only lesson content but also knowledge contexts where learners can connect information to its context of use with active participation and engagement. This, in turn, improves learners’ ability to recall, integrate, and apply what they learn. Much of the research on game analytics has examined learner in-game trails to build predictive models that identify negative learner actions (e.g., systematic guessing after the fact). However, analytics can also be used in the game design and development phases. Drawing on evidence-centered design (ECD), the chapter outlines ways that analytics can drive the development of scenarios and activities in a game and thus allows SGs to function as contextual apprenticeships, providing robust assessment opportunities. We describe how ECD theory was applied in a project to develop and test a SG that trains people to reduce their reliance on cognitive biases. We describe instances during the design process where our team encountered obstacles due to differing psychological and learning/teaching orientations, a topic rarely explored in the SG or ECD literature. Furthermore, we describe the final analytics-based game design features. We propose an additional element (persona) and how we anticipate incorporating that ECD extension into future projects.
AB - The number of educational or serious games (SGs) available to educators has increased in recent years as the cost of game development has been reduced. A benefit of SGs is that they employ not only lesson content but also knowledge contexts where learners can connect information to its context of use with active participation and engagement. This, in turn, improves learners’ ability to recall, integrate, and apply what they learn. Much of the research on game analytics has examined learner in-game trails to build predictive models that identify negative learner actions (e.g., systematic guessing after the fact). However, analytics can also be used in the game design and development phases. Drawing on evidence-centered design (ECD), the chapter outlines ways that analytics can drive the development of scenarios and activities in a game and thus allows SGs to function as contextual apprenticeships, providing robust assessment opportunities. We describe how ECD theory was applied in a project to develop and test a SG that trains people to reduce their reliance on cognitive biases. We describe instances during the design process where our team encountered obstacles due to differing psychological and learning/teaching orientations, a topic rarely explored in the SG or ECD literature. Furthermore, we describe the final analytics-based game design features. We propose an additional element (persona) and how we anticipate incorporating that ECD extension into future projects.
KW - Analytics
KW - Cognitive biases
KW - Evidence-centered design
KW - Game design
KW - Learning
KW - Perspectives
KW - Serious games
UR - http://www.scopus.com/inward/record.url?scp=84944572035&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84944572035&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-05834-4_12
DO - 10.1007/978-3-319-05834-4_12
M3 - Chapter
SN - 9783319058344
SN - 9783319058337
SP - 275
EP - 300
BT - Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement
PB - Springer International Publishing
ER -