The effect of camera perspective and session duration on training decision making in a serious video game

Abstract

In this paper, we examine the effects of three video game variables: camera perspective (1 st person versus 3 rd person), session duration, and repeated play on training participants to mitigate three cognitive biases. We developed a 70 minute, 3D immersive video game for use as an experimentation test bed. One-hundred and sixty three participants either watched an instructional decision video or played one of the four versions of the game. Each participant's learning was assessed by comparing his or her post-test scores and pre-test scores for knowledge of the biases and ability to mitigate them. Results indicated that repeated game play across two sessions produced the largest improvement in learning, and was more effective than the instructional decision video and single session game for mitigating biases. Surprisingly, session duration did not improve learning, and results were mixed for the third person perspective improved learning. Overall, the video game did improve participant's ability to learn and to mitigate three cognitive biases. Implications for training using video game are discussed.

Battling bias: Effects of training and training context

“…Although there is converging theoretical evidence that training itself can be useful, a more open-ended applied question is what the best context is to train in. Recently, studies investigated the assumption that videogames are a more effective medium for providing bias mitigation training compared to more traditional training environments such as classroom teaching or instructional videos (e.g., Clegg et al, 2014;Dunbar et al, 2014;Morewedge et al, 2015;Richey, 2013;Veinott et al, 2013; see for recent review:; Hainey, Connolly, Boyle, Wilson, & Razak, 2016). Noted advantages of videogames are that they can provide realistic, immersive learning environments.…”

“…Several studies have therefore investigated whether videogames are indeed a more effective training environment for mitigating cognitive biases than an instructional video (e.g., Clegg et al, 2014;Dunbar et al, 2014;Lee, Dunbar, Miller, Lane, Jensen & Bessarabova 2016;Morewedge et al, 2015;Veinott et al, 2013). Overall, the results of these studies suggest that game-based training was more effective at cognitive bias mitigation than learning from a video lecture.…”

“…In subsequent training moments, the explanations were shorter. We did not use the terminology bias, as in contrast to earlier work (e.g., Clegg et al, 2014;Dunbar et al, 2014;Symborski et al, 2014;Veinott et al, 2013) our method focused on 'learning by doing' instead of learning definitions. 2.…”

“…Training people to deliberatively reflect upon the nature of the problem at hand and to critically evaluate the possible solutions, has been suggested to be an effective method for mitigating cognitive biases (e.g., Evans, 2003;Evans, Newstead, Allen, & Pollard, 1994;Fischoff, 1981;Hirt & Markman, 1995;Larrick, Morgan, & Nisbett, 1990;Lilienfeld, Ammirati, & Landfield, 2009;Milkman, Chugh, & Bazerman, 2009;Stanovich & West, 2008). In addition, the application of bias mitigation training in videogames has been suggested to be more effective than traditional training methods (e.g., Clegg, Martey, Stromer-Galley, Kenski, Saulnier & Folkestad, 2014;Dunbar et al, 2014;Morewedge et al, 2015;Veinott, Leonard, Lerner Papautsky, Perelman, Stankovic & Lorince, 2013).…”

“…Instead, the work has focused on comparing game-based training with traditional training methods (i.e., classroom teaching), without ensuring equal training content and teaching philosophy. Second, training studies often focused on bias education (i.e., providing knowledge of the phenomenon 'bias' by teaching definitions) rather than on the skills to recognize the risk of bias in actual situations and on strategies how to prevent bias from occurring (for a discussion on these studies see for example Clegg et al, 2014;Dunbar et al, 2014;Fischoff, 1981;Hirt & Markman, 1995;Larrick et al, 1990;Lilienfeld et al, 2009;Milkman et al, 2009;Morewedge et al, 2015;Veinott et al, 2013). Systematically investigating the factors training and context is important to determine whether videogames as training context provide added value.…”