Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature
Min Liu, Jina Kang, Sa Liu, Wenting Zou, Jeffrey Hodson, University of Texas at Austin, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The purpose of this study is to conduct a systematic review of research on studies using analytics (particularly in-game data such as logs) in serious games (SG) to understand what research has been conducted and what research evidences there are in using analytics in SG to support teaching and learning. The findings of this review showed learner performance and game design strategies were the two most common research topics. Other topics included motivation and engagement, student behavior, problem solving, learner progress trajectories, and student collaboration. In addressing students’ learning performance, more studies reported that SG had a positive impact on learning; and many highlighted the importance of game design. Some of the studies reviewed also indicated the challenges for researchers to use in-game dynamic data as a research measure. Findings are discussed and several trends are identified.
Liu, M., Kang, J., Liu, S., Zou, W. & Hodson, J. (2016). Learning Analytics as an Assessment Tool in Serious Games: A Review of Literature. In Proceedings of E-Learn: World Conference on E-Learning (pp. 742-752). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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