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

Abstract

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.

Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review

“…This design method is referred as participatory design. In the study by Cano et al (2016Cano et al ( , 2018, it is explained that the design process for their SG targeting on travel or transportation skills of people with ID included the insights of experts (psychologists and special education trainers), in order to have an acceptable game. The participatory design approach is also implemented in the study by Bernardini et al (2014),…”

“…Specifically, the examined SGs for people with ID were mainly used in a non-formal context, as extracurricular activities (10). Six SGs for people with ID were included in a formal and one in an informal learning context (Cano et al, 2018). As far as SGs for people with ASD are concerned, 23 SGs were included in a non-formal, 11 in a formal, and two in an informal learning context.…”

“…As mentioned earlier, most of the studies included in the literature review improve the skills they address. "Downtown, A Subway Adventure" is a SG that aims to improve youth and young adults to travel independently, using public transportation (Cano et al, 2016(Cano et al, , 2018.…”

“…"Downtown, A Subway Adventure" is a SG that aims to improve youth and young adults to travel independently, using public transportation (Cano et al, 2016(Cano et al, , 2018. "Downtown, A Subway Adventure" is a SG that aims to improve youth and young adults to travel independently, using public transportation (Cano et al, 2016(Cano et al, , 2018.…”

“…Although the researchers conducted 1-hr sessions (for 3 days) with the aim of assessing the design of the SG, it was also concluded that the participants improved their in-game performance (Cano et al, 2018). Also, the study in Everhart et al (2011) describes a computer SG for children with ID that aimed to improve the conceptual skills of identifying numbers and letters.…”