2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica aplicada videojuegos educativos
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2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica aplicada videojuegos educativos
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2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica aplicada videojuegos educativos
- 1. LEARNING ANALYTICS A PRACTICAL APPROACH WITH VIDEOGAMES ÁNGEL SERRANO
- 2. JUST ANOTHER DATA MINING PROCESS
- 3. SERIOUS GAMES ASSESSMENT Not many serious games include in-game evaluation Serious games with integrated assessment usually rely in Q&A structures … but games produce a lot of data that can be analyzed with educational/assessment purposes
- 4. LEARNING ANALYTICS + VIDEOGAMES Web Analytics Business Intelligence Game Analytics
- 5. WHAT DATA CAN WE TRACK? INTERACTION TRACES LOGIC TRACES Low level events High level events GUI interactions Player score Mouse clicks Phases changes Keystrokes Completed missions Joystick movements Player "deaths"
- 6. EVERY GAME IS DIFFERENT...
- 7. ONE SET OF TRACES TO RULE THEM ALL
- 8. START GAME Whenever a student launches the game How many students played the game, who they were and when they played.
- 9. END GAME Whenever a student successfully the game. Who accomplished the goals established for the game Does the optimal goal attain?
- 10. QUIT GAME Whenever a student quits the game, before finishing it Who abandoned the game before finishing it, and with the appropriate context, where he quitted.
- 11. PHASE CHANGES In an educational videogame, these phases can mark several educational sub-goals. Identifying most time-consuming phases Understand how each part of the game is being accessed (if the phase exploration sequence is not linear)
- 12. SIGNIFICANT VARIABLES Games rely on variables to represent their state Some of those variables can be relevant for the assessment Track when and with which values these variables are updated
- 13. USER INTERACTION Raw user interaction (mouse clicks, screen touches, keys pressed…) can be used to retrieve some useful information
- 14. SOME REQUIREMENTS Most of games are black boxes. No access to what is going on during game play. We need access to game “guts” Or… the game must communicate with the outside world, using some logging framework
- 15. GLEANER GAME LEARNING ANALYTICS FOR EDUCATIONAL RESEARCH
- 16. SOME EXAMPLES
- 17. THE BIG PARTY 1:12
- 18. REPORTS
- 20. GAME DESIGN FOR LEARNING ANALYTICS 1. What do we exactly want to teach in the game? Is a skill, is a concept? 2. Can we measure if the students learned it? 3. If so, how are we going to measure it? Direct methods: Q&A Indrect methods: accomplish a mission that requires the skill/concept
- 22. LOST IN SPACE <XML> 1:04
- 23. DID THEY LEARN WITH THE GAME?
- 24. CAN WE RELATE THESE RESULTS WITH TRACES COLLECTED IN THE GAME? In-game metrics: correct and incorrect xml documents Students with best performance in post-tests had less incorrect documents They also had a smaller number of documents sent
- 25. CONCLUSIONS Our "universal" traces model is useful to extract web- analytics style statistics. Game design is key to enable effective learning analytics We need more concrete analysis tools to measure the learning process Simple approaches to measure simple things Generalization and abstraction
- 26. QUESTIONS? ÁNGEL SERRANO LAGUNA angel.serrano@fdi.ucm.es @anserran