Applying standards to systematize learning analytics in serious games

Serrano-Laguna, Ángel; Martínez‐Ortiz, Iván; Haag, Jason; Regan, Damon; Johnson, Andy; Fernández‐Manjón, Baltasar

doi:10.1016/j.csi.2016.09.014

Cited by 110 publications

(86 citation statements)

References 28 publications

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“…This is in the line of what is being called evidence-based medicine. Recent development as new specifications for user interaction data tracking such as Experience API (xAPI) [131] and the availability of new cloud infrastructure to collect all the data generated in serious games will greatly simplify the data collection tasks and will allow to create simulations that deal with more complex tasks [132]. [38].…”

Section: Discussionmentioning

confidence: 99%

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

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Highlights:1. Functional assessments are helpful in clinical decision-making.2. No practical, widely available everyday functional assessments currently exist.3. Serious game platforms such as eAdventure can be used to develop screen-based simulated functional assessments.4. The development of the SBS-COT required three professionals who required a total of 49 hours to finish the SBS-COT, which cost approximately US$1,821, taking into account the cost/person-hour. 5. The SBS-COT shows good feasibility as a pre-screening test of executive dysfunction assessment as well as good acceptability and usefulness for therapists and patients. Abstract:The assessment of functional status is a critical component of clinical neuropsychological evaluations used for both diagnostic and therapeutic purposes in patients with cognitive brain disorders. There are, however, no widely adopted neuropsychological tests that are both ecologically valid and easily administered in daily clinical practice. This discrepancy is a roadblock to the widespread adoption of functional assessments. In this paper, we propose a novel approach using a serious game authoring platform (eAdventure) for creating screenbased simulated functional assessments. We created a naturalistic functional task that consisted of preparing a cup of tea (SBS-COT) and applied the assessment in a convenience sample of eight dyads of therapists/patients with mild executive dysfunction after traumatic brain injury. We had three main aims. First, we performed a comprehensive review of executive function assessment in activities of daily living. Second, we were interested in measuring the feasibility of this technology with respect to staffing, economic and technical requirements. Third, a serious game was administered to patients to study the feasibility of this technology in the clinical context (pre-screening test). In addition, quantitative (Technology Acceptance Model (TAM) questionnaires) and qualitative (semistructured interviews) evaluations were applied to obtain user input. Our results suggest that the staffing, economic and technical requirements of the SBS-COT are feasible. The outcomes of the pre-screening test provide evidence that this technology is useful in the functional assessment of patients with executive dysfunction. In relation to subjective data, the TAM questionnaire showed good user acceptability from a professional perspective. Interview analyses with professionals and patients showed positive experiences related to the use of the SBS-COT. Our work indicates that the use of these types of authoring platforms could have positive long-term implications for neuropsychological research, opening the door to more reproducible, cooperative and efficient research by allowing the facilitated production, reuse and sharing of neuropsychological assessment tools.

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Section: Discussionmentioning

confidence: 99%

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Martínez‐Pernía¹,

Núñez-Huasaf²,

Blanco³

et al. 2017

Journal of Biomedical Informatics

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“…All the data gathered follow the standard xAPI (Experience Application Programming Interface) a new emerging specification for collecting, storing and reporting user interactions on learning systems (Serrano-Laguna et al, 2017). While the user is playing, the tracker is used to send out traces to an online server that performs different analysis based on what different types of views in a near real-time web-browser dashboard are built.…”

Section: Data Trackermentioning

confidence: 99%

Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities

Cano¹,

Fernández‐Manjón²,

García‐Tejedor³

2018

Brit J Educational Tech

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Serious Games (SGs), defined as a game in which education (in its various forms) is the primary goal rather than entertainment, have been proven as an effective educational tool for engaging and motivating students. However, more research is needed to sustain the suitability of these games to train users with cognitive impairments. This empirical study addresses the use of a SG for training students with Intellectual Disabilities in traveling around the subway as a complement to traditional training. Fifty‐one adult people with Down Syndrome, mild cognitive disability or certain types of Autism Spectrum Disorder, all conditions classified as intellectual disabilities, played the learning game Downtown, a Subway Adventure which was designed ad‐hoc considering their needs and cognitive skills. We used standards‐based Game Learning Analytics techniques (ie, Experience API –xAPI), to collect and analyze learning data both off‐line and in near real‐time while the users were playing the videogame. This article analyzes and assesses the evidence data collected using analytics during the game sessions, like time completing tasks, inactivity times or the number of correct/incorrect stations while traveling. Based on a multiple baseline design, the results validated both the game design and the tasks and activities proposed in Downtown as a supplementary tool to train skills in transportation. Differences between high‐functioning and medium‐functioning users were found and explained in this paper, but the fact that almost all of the students completed at least one route without mistakes, the general improvement trough sessions and the low‐mistake ratio are good indicators about the appropriateness of the game design.

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“…xAPI-SG defines a common set of interactions that are usual in serious games, as detailed in [10]. We provide an easy to use library that greatly simplifies adding analytics to serious games, isolating game developers from the details of the standard.…”

Section: Improving Teacher Dashboardsmentioning

confidence: 99%

Making Understandable Game Learning Analytics for Teachers

Calvo-Morata

Alonso‐Fernández

Martínez‐Ortiz

et al. 2018

Lecture Notes in Computer Science

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Abstract. When used for education, games can increase students' motivation and engagement and provide a more authentic learning environment where they can apply knowledge, making them especially suited to schools. However, actual application of such (serious) games in schools is still limited. Teachers still consider that using games is a complex process that they do not fully master and that requires extra effort from them. We consider that simplifying teachers' tasks when deploying games is crucial to promote their use. In classroom scenarios, teachers can greatly benefit from knowing what is happening as a serious game is being played. Game learning analytics (GLA) is the process of collecting, analyzing and displaying student interaction data with the games to improve the educational experience. GLA can be used both at real-time, providing teachers with information while their students are still playing, and offline, inspecting already-finished game sessions. In both cases, analytics is only useful when it manages to bridge the gap between large collections of interaction data and pedagogically sound insight. Analytics dashboards should therefore provide not only complete but meaningful and easy-to-understand information, considering that teachers will most probably not know all the details of the analyses performed underneath. In this paper, we review our experiences on game learning analytics dashboards for teachers, and describe some of the steps we have taken to improve our dashboards.

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Applying standards to systematize learning analytics in serious games

Cited by 110 publications

References 28 publications

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury

Using game learning analytics for validating the design of a learning game for adults with intellectual disabilities

Making Understandable Game Learning Analytics for Teachers

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