A framework for applying learning analytics in serious games for people with intellectual disabilities

Nguyen, Andy; Gardner, Lesley A.; Sheridan, Don

doi:10.1111/bjet.12625

Cited by 27 publications

(22 citation statements)

References 36 publications

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“…A framework involving three major components, i.e., learner profiling, learning adaptation, and learning evaluation, was designed for disabled people to engage in learning process by integrating learning analytics into serious games, which could be meaningful for the design, implementation, evaluation, and adaptation of serious games for education [26]. Serious game assisted learning also proved effective in learning for those caught with autism spectrum disorders.…”

Section: Use Of Serious Gaming In Medical Educationmentioning

confidence: 99%

A Meta-Analysis of Use of Serious Games in Education over a Decade

2019

International Journal of Computer Games Technology

372

163

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It seems necessary to review the literature to explore the effectiveness of serious games in education, since the number of studies on serious games is surging up. This study systematically reviewed the literature within around a recent decade. The trend of the number of publications related to use of serious games in education was firstly clarified based on the data retrieved from major databases. Secondly, various factors were determined that influenced the effect of serious game assisted learning. The major section identified both advantages and disadvantages of use of serious games in education. Use of serious games in medical science has been rising in a recent decade, which is thus highlighted in this study. Attitudes toward use of serious games in education were explored, as well as the new development of use of serious games in education. Future theoretical and practical exploration might need interdisciplinary cooperation.

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Section: Use Of Serious Gaming In Medical Educationmentioning

confidence: 99%

A Meta-Analysis of Use of Serious Games in Education over a Decade

2019

International Journal of Computer Games Technology

372

163

View full text Add to dashboard Cite

show abstract

“…Previous research has shown that adults, young people, and children are motivated by serious games (Girard, Ecalle, & Magnan, 2013;Mayer, 2016), which can be effective tools for developing our cognitive skills (De la Guía et al, 2015;Jackson, Brummel, Pollet, & Greer, 2013;Nguyen, Gardner, & Sheridan, 2018). To achieve learning goals, games have to be planned to balance learning and fun (Lameras et al, 2017).…”

Section: Learning Processmentioning

confidence: 99%

“…(Fessakis, Gouli, & Mavroudi, 2013). Because children have different abilities and needs, games should be flexible and adapted to help them face new challenges (M.9) (Nguyen et al, 2018). Some mediation categories have been detected through the difficulties in the game process.…”

Section: Mediation Guidelinesmentioning

confidence: 99%

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

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The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning.

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“…Previous research has addressed different applications of learning analytics in serious games. However, few research studies have investigated the needs of individuals with cognitive disabilities [17]. The work of [18] reviewed the effects of serious games on people with intellectual disabilities or autism spectrum disorder and found that games had a positive impact on the players.…”

Section: Related Workmentioning

confidence: 99%

Game Analytics Evidence-Based Evaluation of a Learning Game for Intellectual Disabled Users

et al. 2019

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Learning games are becoming popular among teachers as educational tools. However, despite all the game development quality processes (e.g., beta testing), there is no total assurance about the game design appropriateness to the students' cognitive skills until the games are used in the classroom. Furthermore, games designed specifically for Intellectual Disabled (ID) users are even harder to evaluate because of the communication issues that this type of players have. ID users' feedback about their learning experience is complex to obtain and not always fully reliable. To address this problem, we use an evidence-based approach for evaluating the game design of Downtown, A Subway Adventure, a game created to improve independent living in users with ID. In this paper we exemplify the whole process of applying Game Analytics techniques to gather actual users' gameplay interaction data in real settings for evaluating the design. Following this process, researchers were able to validate different game aspects (e.g., mechanics) and could also identify game flaws that may be difficult to detect using formative evaluation or other observational-based methods. Results showed that the proposed evidence-based approach using Game Analytics information is an effective way to evaluate both the game design and the implementation, especially in situations where other types of evaluations that require users' involvement are limited.

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A framework for applying learning analytics in serious games for people with intellectual disabilities

Cited by 27 publications

References 36 publications

A Meta-Analysis of Use of Serious Games in Education over a Decade

A Meta-Analysis of Use of Serious Games in Education over a Decade

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Game Analytics Evidence-Based Evaluation of a Learning Game for Intellectual Disabled Users

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