Improving the Serious Game design using Game Learning Analytics and Eye-tracking: A pilot study

2021 ◽  
Author(s):  
Diego Avila-Pesantez ◽  
Brandon Alexander Tubon Usca ◽  
Bryan Gagnay Angamarca ◽  
L. Miriam Avila
Keyword(s):  
Pilot Study ◽  
Eye Tracking ◽  
Game Design ◽  
Learning Analytics ◽  
Serious Game

Implications of Learning Analytics for Serious Game Design

2014 ◽  
Author(s):  
Jannicke Baalsrud Hauge ◽  
Riccardo Berta ◽  
Giusy Fiucci ◽  
Baltasar Fernandez Manjon ◽  
Carmen Padron-Napoles ◽  
...  
Keyword(s):  
Game Design ◽  
Learning Analytics ◽  
Serious Game

A Framework for Promoting Knowledge Transfer in SNS Game-Based Learning

2017 ◽  
pp. 66-91 ◽  
Author(s):  
Robert Z. Zheng ◽  
Thanh N. Truong
Keyword(s):  
Pilot Study ◽  
Knowledge Transfer ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Game Design ◽  
Professional Training ◽  
Serious Game ◽  
Extensive Review ◽  
Review Of The Literature ◽  
Game Based Learning

This chapter focuses on an important issue in SNS game-based learning, that is, learners' knowledge transfer in the ill-structured domain. The chapter offers a discussion of instructional strategies in SNS game-based learning. The discussion presented here was framed around an extensive review of the literature pertinent to the strategies and approaches in serious games. Based on the discussion a framework was proposed for serious game design which revealed the interaction between and interrelationship among the variables in serious game learning. A pilot study was conducted to test the partial components of the framework. The results supported the framework showing students' progression in knowledge transfer in a game-based learning environment. Discussions were made regarding the implications of the framework and its application in k-16 education and professional training.

scholarly journals Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education

2020 ◽  
Vol 9 (3) ◽  
pp. 330-339
Author(s):  
N. A. A. Zaki ◽  
N. Z. M. Zain ◽  
N. A. Z. M. Noor ◽  
H. Hashim
Keyword(s):  
Conceptual Model ◽  
Stem Education ◽  
Game Design ◽  
Learning Analytics ◽  
Serious Games ◽  
Serious Game ◽  
Assessment Tools ◽  
Stem Learning ◽  
Expert Review ◽  
Target User

Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.

Measuring Information Perception in Learning Analytics Dashboard: Use of Eye-Tracking System

2015 ◽  
Vol 21 (3) ◽  
pp. 441-469
Author(s):  
Jo Il-Hyun ◽  
Ha Kunhee ◽  
Park Yeonjeong
Keyword(s):  
Eye Tracking ◽  
Learning Analytics ◽  
Tracking System

scholarly journals Correction to: Eye-tracking-aided characterization of saccades and antisaccades in SYNE1 ataxia patients: a pilot study

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Laszlo Szpisjak ◽  
Gabor Szaraz ◽  
Andras Salamon ◽  
Viola L. Nemeth ◽  
Noemi Szepfalusi ◽  
...  
Keyword(s):  
Pilot Study ◽  
Eye Tracking

An amendment to this paper has been published and can be accessed via the original article.

scholarly journals A Pilot Study on Using Eye Tracking to Understand Assessment of Surgical Outcomes from Clinical Photography

2010 ◽  
Vol 24 (5) ◽  
pp. 778-786 ◽  
Author(s):  
Min Soon Kim ◽  
Angela Burgess ◽  
Andrew J. Waters ◽  
Gregory P. Reece ◽  
Elisabeth K. Beahm ◽  
...  
Keyword(s):  
Pilot Study ◽  
Eye Tracking ◽  
Surgical Outcomes ◽  
Clinical Photography

A Tool Supported Approach for Teaching Serious Game Learning Analytics

2021 ◽  
Author(s):  
Victor Manuel Perez-Colado ◽  
Ivan Jose Perez-Colado ◽  
Manuel Freire-Moran ◽  
Ivan Martinez-Ortiz ◽  
Baltasar Fernandez-Manjon
Keyword(s):  
Learning Analytics ◽  
Serious Game

Serious Game Design for Vehicular Language Learning Addressing Work Needs

2014 ◽  
pp. 383-389
Author(s):  
Hariklia Tsalapatas ◽  
Olivier Heidmann ◽  
Rene Alimisi ◽  
Spyros Tsalapatas ◽  
Spyros Kourias ◽  
...  
Keyword(s):  
Language Learning ◽  
Game Design ◽  
Serious Game

scholarly journals Integrating Health Behavior Theory and Design Elements in Serious Games

2020 ◽  
Author(s):  
Colleen Cheek ◽  
Theresa Fleming ◽  
Mathijs FG Lucassen ◽  
Heather Bridgman ◽  
Karolina Stasiak ◽  
...  
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Game Design ◽  
Serious Games ◽  
Well Being ◽  
Health Behavior Change ◽  
Serious Game ◽  
User Perceptions ◽  
Design Elements ◽  
User Centered

Background Internet interventions for improving health and well-being have the potential to reach many people and fill gaps in service provision. Serious gaming interfaces provide opportunities to optimize user adherence and impact. Health interventions based in theory and evidence and tailored to psychological constructs have been found to be more effective to promote behavior change. Defining the design elements which engage users and help them to meet their goals can contribute to better informed serious games. Objective To elucidate design elements important in SPARX, a serious game for adolescents with depression, from a user-centered perspective. Methods We proposed a model based on an established theory of health behavior change and practical features of serious game design to organize ideas and rationale. We analyzed data from 5 studies comprising a total of 22 focus groups and 66 semistructured interviews conducted with youth and families in New Zealand and Australia who had viewed or used SPARX. User perceptions of the game were applied to this framework. Results A coherent framework was established using the three constructs of self-determination theory (SDT), autonomy, competence, and relatedness, to organize user perceptions and design elements within four areas important in design: computer game, accessibility, working alliance, and learning in immersion. User perceptions mapped well to the framework, which may assist developers in understanding the context of user needs. By mapping these elements against the constructs of SDT, we were able to propose a sound theoretical base for the model. Conclusions This study’s method allowed for the articulation of design elements in a serious game from a user-centered perspective within a coherent overarching framework. The framework can be used to deliberately incorporate serious game design elements that support a user’s sense of autonomy, competence, and relatedness, key constructs which have been found to mediate motivation at all stages of the change process. The resulting model introduces promising avenues for future exploration. Involving users in program design remains an imperative if serious games are to be fit for purpose.

scholarly journals The creation and trial of a serious game to support teaching and learning of professional psychology competencies in postgraduate programs

2019 ◽  
Author(s):  
Gillian McGregor ◽  
Emma Bartle
Keyword(s):  
Game Design ◽  
Design Theory ◽  
Teaching And Learning ◽  
High Stress ◽  
Psychology Students ◽  
Professional Psychology ◽  
The Body ◽  
Serious Game ◽  
Safe Delivery ◽  
Stage Of Development

The education of healthcare professionals is critical for the safe delivery of services to patients (Ricciardi & de Paolis, 2014). Postgraduate psychology students undertaking a professional degree encounter a steep learning curve when transitioning from theoretical knowledge to professional practice. This beginning student stage of development is fraught with anxiety and high-stress levels, and has implications for both student and client wellbeing (Skovholt & Ronnestad, 2003). Successful navigation of this phase is critical to psychology graduate competence and employability, with potentially lasting consequences for psychologists’ perceptions of self-efficacy and career trajectory (De Stefano et al., 2007; Skovholt & Ronnestad, 2003). Serious games in health provide the potential for safe practice opportunities in an engaging and entertaining manner (Hawn, 2009; Knight et al., 2010). The author developed a serious game with the intention of providing postgraduate professional psychology students with increased and more convenient opportunity to practice psychological competencies. This paper synthesises game design theory into a prototype for educators to provide innovative solutions in a health context. It contributes to the body of research determining the efficacy of games in educational contexts and advances knowledge in the use of simulation pedagogies.

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