ALF - a Framework for Evaluating Accelerated Learning in Industry

Abstract

Games have long been considered as a means to support effective learning, motivate learners and accelerate their learning. Several successful studies using game-based learning are reported in the literature. However, there appears to be a research gap on systematically evaluating accelerated learning in game environments. The main research question we address in this paper is how can we evaluate accelerated learning in game-based learning environments? The main contribution of this paper will be a framework for evaluating accelerated learning in games (ALF). We will illustrate the use of this framework by describing studies conducted in the Norwegian industrial project ALTT (Accelerate Learning Through Technology), aimed at capacity building in the aluminium industry, where we have co-designed a game for accelerating learning about the electrolysis process for extracting aluminium and heat balance in the aluminium production cells.

Towards design guidelines for virtual reality training for the chemical industry

“…In this case, external rewards (e.g., points, badges, achievements, etc.) can be used meaningfully as feedback to address the player's progress and performance (Petersen et al, 2019;Plass et al, 2020). This is where accurate game assessment and informative learning analytics can be used to track the player's mastery.…”

Introduction to the GaLA Conf 2019 Special Issue

“…Although effects of serious games on learning outcomes have been proven, Sobah Abbas Petersen, Manuel Oliveira, Kristin Hestetun, and Anette Østbø Sørensen aim at the research gap of systematical assessment of learning outcomes induced by serious games. In their article "ALF -a proposed Framework for Evaluating Accelerated Learning in Industry through Games" [6] an assessment framework for learning outcomes is developed and validated using a case study of vocational training.…”