Covert and Overt Measures of Engagement within an Educational Multimedia Environment
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This document discusses measuring engagement within educational multimedia environments and games using both covert and overt methods. It provides definitions of engagement in learning and gaming contexts. Various methods for measuring engagement are described, including observational analysis, physiological sensors, and subjective surveys/questionnaires. Specific examples are given around using physiological sensors like skin conductance and eye tracking to measure engagement levels during a Guitar Hero game. The goals of measuring engagement are to enable dynamic difficulty adjustment, expand learner demographics, and increase time on task.
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Indeed, playing this type of game results in a
wide range of behavioural benefits, includ-
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attention, speed of processing and statistical
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demonstrated a causal link between video
game playing and enhanced abilities. Hence,
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to play games have better perceptual skills.
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practice has obvious practical ramifications,
from rehabilitation of visual skills in individu-
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line games affects the brain and behaviour is
uncertain. It is likely that the specific beneficial
or harmful effects are determined by the char-
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and on-line game play may improve visuo-
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game experience have not generally shown
that gaming enhances performance on higher
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Michael M. Merzenich. The potential
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Games, Gamification and Interactivity for Learning
Games, Gamification and Interactivity for Learning
More from Games for Learning Institute (G4LI)
Observational and Log Analysis Methods for Assessing Engagement and Affect in...
Observational and Log Analysis Methods for Assessing Engagement and Affect in...Games for Learning Institute (G4LI)
This document discusses two methods for assessing student engagement and affect in educational games: quantitative field observations and automated detectors. Quantitative field observations involve experts observing students' engagement and affect during gameplay through periodic 20-second observations coding behaviors and affective states. Automated detectors use models to assess engagement and affect in real-time or retrospectively from student behavior data without sensors. The author's lab has used these methods to compare engagement and affect between games and intelligent tutoring systems, and to study the influence of social behavior on affective dynamics in games. Both methods provide ecologically valid assessments of student disengagement, affective experiences, and can be used in research and to improve learning outcomes through intervention.Teaching Scientific Inquiry with a Serious Game
This document describes a serious game called Operation ARIES that teaches scientific inquiry skills through an interactive story. The game covers important concepts in psychology, sociology, biology, and chemistry. Players help the Federal Bureau of Science investigate flawed alien research by reading interactive texts, evaluating case studies, and interrogating research examples. It aims to help high school, college students, and adults learn to critically evaluate research claims. The game implements eLearning principles and dialogue to provide feedback and assess knowledge gained over its estimated 7-15 hours of gameplay.
Game Changing: Extending Learning Both within the Classroom and without the C...
Game Changing: Extending Learning Both within the Classroom and without the C...Games for Learning Institute (G4LI)
The document discusses extending learning both in and outside the classroom through digital means. It notes how traditional education systems focus on teachers rather than students, and presents strategies for taking a more student-centered approach to digital learning. These include recognizing the important role of home and family in student achievement, creating online platforms to support learning at home, and leveraging digital games and simulations to bring subjects to life. The document advocates that collective efforts are needed from all parties to better utilize digital tools and move progress on student outcomes.G4LI Advancing Research on Games for Learning
1) The Games for Learning Institute (G4LI) conducts research on designing games to improve learning outcomes in STEM subjects.
2) G4LI has conducted several studies comparing different game mechanics, modes of play, and types of feedback to determine the most effective designs.
3) Preliminary research results suggest rule-based games may lead to more problems solved than arithmetic-based games, and collaborative or competitive play may increase engagement over solo play. However, solo play may better support learning outcomes like math fluency.
Gabe Newell Keynote Talk
Gabe Newell discusses opportunities for using games to drive positive social change. He outlines how Valve and games can be used for education, research, charitable causes, and economic development. Games provide opportunities to learn, teach collaboration, and bring communities together. Valve is excited to support these opportunities and sees games as a tool to measure policies and promote prosocial behavior at a large scale.
Empowering Minority Youth to Engage STEM Learning through Community Partnersh...
Empowering Minority Youth to Engage STEM Learning through Community Partnersh...Games for Learning Institute (G4LI)
The document discusses using educational game design to empower minority youth in STEM learning through community partnerships. It notes that STEM job growth is outpacing overall job growth in the U.S., but Hispanic students graduate high school at lower rates than white students and are underrepresented in STEM fields. Educational game design can engage Hispanic youth by building on their interest in video games and using game simulations to teach STEM concepts. Through the design process, youth learn STEM principles like predator-prey dynamics as well as skills like inquiry, modeling, and problem solving. Community partnerships help provide informal learning settings for game design programs to teach STEM.Games as Metaphor Primers
The document discusses how digital games can be used as metaphor primers to help dislodge misconceptions in middle school science topics like photosynthesis and heredity. It notes that two research efforts funded by the Bill & Melinda Gates Foundation and US Department of Education are exploring how games can provide experiences for students to build conceptual knowledge when combined with instruction that allows for organized reflection over time. The effectiveness of games for learning depends on the interaction between gameplay and instruction.
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Lit2Quit is a mobile game designed to help smokers reduce cigarette consumption using breathing techniques. It has two modes - Rush mode uses a "space shooter" style game controlled by tilting and breath input to provide stimulation, while Relax mode uses vertical navigation and breath control of a particle to provide relaxation. Over 100 participants tested the game, and preliminary results suggest the breath-controlled interfaces may mimic the stimulating and relaxing effects of smoking to act as a replacement therapy. Final results will be analyzed in August 2011.The Sack School: Little Big Planet 2 as an Educatinal Environment for Community
The Sack School: Little Big Planet 2 as an Educatinal Environment for CommunityGames for Learning Institute (G4LI)
Vittorio Marone presented on using the online game LittleBigPlanet 2 and the Sack School environment as an educational platform. The Sack School is an online community where students can play, create, and share user-generated levels to learn collaboratively in a problem-solving space. It aims to support meaningful, multicultural, and rewarding learning through creativity, expression, and building knowledge together. Marone called on game designers to consider how every game could incorporate educational elements to promote positive change.The Sack School: Little Big Planet 2 as an Educational Environment for a Comm...
The Sack School: Little Big Planet 2 as an Educational Environment for a Comm...Games for Learning Institute (G4LI)
Vittorio Marone presented on using the online game LittleBigPlanet 2 and the Sack School environment as an educational platform. The Sack School is an online community where students can play, create, and share user-generated levels to learn collaboratively in a problem-solving space. Learning takes place in a multicultural, meaningful, and rewarding way through fun, expressive, and goal-oriented activities with other learners and contributors. The presentation calls on game designers to make every game an opportunity for positive change through educational and socially impactful design.Development Post-mortem and Research Results for Mecanika
This document presents the results of a study evaluating the effectiveness of the game Mecanika in teaching Newtonian physics concepts. Key findings include:
1. Students who played Mecanika showed a 9.2% gain on a physics concept inventory, compared to a 1.9% gain for the control group.
2. Playing more levels of the game was associated with greater learning, suggesting a focused impact. However, the game may not replace teachers.
3. When integrated into classrooms, students maintained over 70% of gains one month later, but teachers' implementation quality may have varied.
4. While boys found the game more fun, there were no significant gender differences in learning
Games as Formative Assessment Environments
The document summarizes research on using games to provide formative assessment. It describes two studies that tested how making assessment criteria explicit and incentivizing feedback use affected student outcomes. The first study found that explaining scoring rules improved game performance while incentives plus explanations best improved math learning. The second study found incentives plus explanations improved math achievement, game performance, and feedback use for students with low motivation or skills. Future work should examine cognitive processes involved and modify game and feedback designs.
Games as Formative Assessment Environments
The document summarizes research on using games to provide formative assessment. It discusses two studies that examined how making assessment criteria explicit and incentivizing feedback use affected student outcomes. The first study found that explaining scoring rules improved game performance while incentives plus explanations improved math learning. The second study found incentives plus explanations led to better math achievement, game performance, and feedback use, especially for students with low motivation. Future work could explore theoretical explanations and modify game and feedback designs.
What is Stealth Assessment?
Valerie Shute argues that games can support meaningful learning if designed properly using evidence-centered design. She outlines how stealth assessment can collect dynamic evidence of learning by embedding assessments in games. As an example, she describes how a role-playing game like Elder Scrolls could assess competencies like problem solving and creativity through players' actions. The game would analyze patterns of behaviors to estimate competency levels and provide adaptive feedback and scaffolding to support learning.
Playing the Data Stream
This document discusses how real identities will generate massive amounts of data on the web, also known as "data ghosts". It references sources that discuss topics like big data, the growing volume of data, and provides examples of sites and apps that utilize location data. The document also includes images and credits the photographers and organizations of those included.
Learning about Games, Playing for the Future, Expanding Environmental Conscio...
Learning about Games, Playing for the Future, Expanding Environmental Conscio...Games for Learning Institute (G4LI)
Games can be used to teach players about important issues while also being fun and engaging. The Center for Serious Play at the University of Washington Bothell uses games to raise awareness about the environment and sustainability. Their games approach complex topics in a way that helps players better understand different perspectives and make more informed decisions.Fun and Frustration = Learning and Games
This document discusses the relationship between games, learning, fun and frustration. It argues that games are not just about fun, as fun has a limited lifespan, but can also be pleasantly frustrating. It explores concepts like flow, challenge, reward and failure in game design. It also examines how learning involves failure, doubt, curiosity and making connections. Games can facilitate creation, distribution and assessment of learning. When combined effectively, fun, frustration, games and learning complement each other in a both/and rather than either/or relationship.
Examining Reflective Awareness in Gaming Experience
The document discusses using games to promote reflective awareness and testing game design as a tool for reflection. The researchers aim to support reflective experiences through games and gather feedback from players. Their mission is to support reflective experiences through games, gather feedback, and ensure the games remain fun. Their strategy is to design reflection into the gaming experience in a fun way, use the games as research instruments, and refine the games systematically based on feedback.
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Observational and Log Analysis Methods for Assessing Engagement and Affect in...
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Covert and Overt Measures of Engagement within an Educational Multimedia Environment
- 1. Covert and overt measures of engagement within an educational multimedia environment. This research was supported by Office of Naval Research underGrant N00014-10-1-0143 awarded to Dr. Robert Atkinson Robert M. Christopherson,Javier Gonzalez-Sanchez, Mustafa Baydogan,Maria Elena Chavez-Echeagaray, David-GibsonRobert Atkinson lsrl.lab.asu.edu
- 2. Games can change the way we learn Empirical research can change the way we game
- 3. Learning Gaming surprise happiness flow/engagement anger delight boredom frustration confusion curiosity anxiety fear
- 4. Goals Education: Engagement = Learning Games: Engagement = Fun
- 5. Overt - observable Covert - hidden
- 6. Overt and Covert Facial expressions Cognition Verbalization Motivation Behavior Flow Engagement Attitude Performance Emotion Physical interactions Posture
- 7. What is engagement? Gaming “concerned with all the qualities of an experience that really pull people in – whether this is a sense of immersion that one feels when reading a good book, or a challenge one feels when playing a good game, or the fascinating unfolding of a radio drama” Benyon and colleagues (2005)
- 8. What is engagement? Learning “the nexus of intrinsic knowledge and interest and external stimuli that promote the initial interest in, and use of a computer-based learning environment” (Jones, 1998)
- 9. Measuring Engagement Objective Observational Analysis Physiological data Cognitivewalkthrough Think-aloud HeuristicEvaluation Qualitative Quantitative Interviews &Focus Groups Surveys & Questionnaires Subjective
- 10. Use of Physiological Data Decide what you want to measure Choose the appropriate sensors Control your task and environment Process the data according to which sensors were chosen Make inferences, evaluate and revise
- 11. 1. Decide what you want to measure engagement arousal mental effort attention excitement boredom meditation frustration
- 12. 2. Choose the appropriate sensors
- 13. 3. Control your task and environment Con 20 Users playGuitar HeroTM easy and hard song 15 mins of practice Skin/Eye/Head/Guitar sensors
- 15. 4. Process the data according towhich sensors were chosen
- 16. 5. Make inferences and iterate on game/instructional design Visualization Interpretation Datamining Statistics
- 17. High Scoring Performance in Guitar HeroTM ––––– Raw Engagement ––––– Median Engagement ––––– Normalized Performance
- 18. Low Scoring Performance in Guitar HeroTM ––––– Raw Engagement ––––– Median Engagement ––––– Normalized Performance
- 19. Engagement
- 20. Boredom
- 21. Meditation
- 22. Frustration
- 24. Why measure engagement? Dynamic Difficulty Adjustment Expand Demographics Longer Time on Task
- 25. Dynamic Difficulty Adjustment Challenge Anxiety Flow Zone Boredom Ability
- 26. Expand Demographics Challenge Expert Flow Zone Novice Ability
- 27. Time on Task FLOW TIME
- 28. ROI in Games Competitive edge Broader appeal Micro and macro evaluation Personalization Improve gameplay
- 29. ROI in Education Increase Performance Retention Time on task Attitude toward learning
- 30. Ongoing Work SeductiveDetails (Instructional Design) Videogames and Engagement (Guitar Hero) Emotions and Working Memory Capacity (puzzles) 3D Instructional training (US Navy, Save Science) Affective Meta Tutor
Editor's Notes
- Jones, M. G. (1998, February). Creating electronic learning environments: Games, flow and the userinterface. In Proceedings of selected research and development presentations at the national conventionof the association for educational communications and technology (AECT), St. Louis, MO.