We report an evaluation study for a novel learning platform, motivated by the growing need for methods to do assessment of serious game efficacy. The study was a laboratory experiment combining evaluation methods from the fields of learning assessment and psychophysiology. 15 participants used the TARGET game platform for 25 minutes, while the bio-signals electrocardiography, electrodermal activity and facial electromyography were recorded. Learning was scored using pre- and post-test question-based assessments Repeated-measures analysis with Generalised Estimating Equations was used to predict scores by tonic psychophysiological data. Results indicate some learning effect, plus a relationship between mental workload (indexed by electrocardiography) and learning. Notably, the game format itself influences the nature of this relationship. We conclude that a high quality of insight is afforded by the combination of subjective self-report and objective psychophysiology, satisfying two of three observable domains.
Learning when serious: Psychophysiological evaluation of a technology-enhanced learning game / B. Cowley, M. Fantato, C. Jennett, M. Ruskov, N. Ravaja. - In: EDUCATIONAL TECHNOLOGY & SOCIETY. - ISSN 1176-3647. - 17:1(2014 Jan), pp. 3-16.
Learning when serious: Psychophysiological evaluation of a technology-enhanced learning game
M. RuskovPenultimo
;
2014
Abstract
We report an evaluation study for a novel learning platform, motivated by the growing need for methods to do assessment of serious game efficacy. The study was a laboratory experiment combining evaluation methods from the fields of learning assessment and psychophysiology. 15 participants used the TARGET game platform for 25 minutes, while the bio-signals electrocardiography, electrodermal activity and facial electromyography were recorded. Learning was scored using pre- and post-test question-based assessments Repeated-measures analysis with Generalised Estimating Equations was used to predict scores by tonic psychophysiological data. Results indicate some learning effect, plus a relationship between mental workload (indexed by electrocardiography) and learning. Notably, the game format itself influences the nature of this relationship. We conclude that a high quality of insight is afforded by the combination of subjective self-report and objective psychophysiology, satisfying two of three observable domains.File | Dimensione | Formato | |
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