SlideShare una empresa de Scribd logo
1 de 19
Descargar para leer sin conexión
Tracing a little for big Improvements:
  Application of Learning Analytics
    and Videogames for Student
               Assessment
         Baltasar Fernández-Manjón
              balta@fdi.ucm.es
           e-UCM research group
               www.e-ucm.es


              VS-GAMES 2012, Genoa, Italy
Educational videogames
• Teachers are starting to use educational
  videogames in order to explore new ways to
  educate their students
  – Still low adoption

• Videogames left as “low-weight”
  complementary content
  – Mainly used for motivational purposes
  – No actual impact on the final mark
Serious games assessment
• No 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

• The “box” game should be open …(white box)
What do we analyze?
• Every game is very different
  – But we can group them by:
     • Game mechanics
     • Game genre
     • …..
  – There some regularities that can be exploited

• Can we define a simple set of universal traces
  to analyze?
Start, end, quit game traces
• Start game: whenever a student launches the game
   – Information: How many students played the game, who
     they were and when they played.
• End game: whenever a student successfully the game.
   – Information: who accomplished the goals established for
     the game
   – Does the optimal goal attain?
• Quit game: whenever a student quits the game, before
  finishing
   – Information: who abandoned the game before finishing it,
     and with the appropriate context, where he quitted.
Phase changes
• Usually, games are divided in phases.
  – In an educational videogame, these phases can
    mark several educational sub-goals.
• Tracing phases changes can be used to:
     • Identifying most time-consuming phases
     • Understand how each part of the game is being
       accessed (if the phase exploration sequence is not
       linear)
• … helping to improve the educational game
Significant variables

• Games rely on variables to represent their
  state
  – Some of those variables can be relevant for the
    assessment
  – Logging when and with which values these
    variables are updated
User interaction
• Raw user interaction (mouse clicks, screen
  touches, keys pressed…) can be used to
  retrieve some useful information
  – Heat maps:
     • To detect game design flaws
• If all user interaction is logged, the whole
  game play could be reproduced
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
  – Not applicable to COTS games (yet)
Gleaner: Game Learning Analytics for
            education research
• Framework oriented to capture game traces
An example: Lost in Space <XML>
An example: Lost in Space <XML>
 – Game for teaching XML
 – Played by students in the classroom
    • 1 to 2 hours playing
    • 2 hours defining new levels
 – Uses Gleaner to log students interactions
Metrics in “Lost in Space <XML>”
• Start and end game
• Phases changes
• Significant variables:
  – XML commands introduced by the students
  – Phases scores
• User interaction
  – Clicks on help button
Some early results
• Real time metrics
  – Teacher could see student progress in real time
    from its computer
  – At the end of the class, he knew how many
    students had completed the game
• Post-analysis
  – Most common pitfalls in XML commands where
    detected
  – Interactions with the help button indicated those
    phases where students had more trouble
Yet Another eAdventure example
• “The big Party”
  – Game to teach students with disabilities about
    habits on their daily life
Metrics in “The big party”
• Implemented with a add-on to an eAdventure
  game
• Information collected
  – User interactions
     • All mouse interactions (including movement)
  – Phases changes
  – Times spent in every phase
  – Order in phase discovery
Some results
• Heatmaps showing elements with most
  interaction
• Tracing ALL interactions allow us to reproudce
  the entire game play
Conclusions
• With simple traces, we can know a lot of about
  what is going on in our educational games
• We can provided real-time feedback to teachers
  and students, and significantly improve the
  educational process
• This process can also help to improve the game
  quality
• However, rigorous assessment should be based
  on a deeper data analysis. This is only a first step.
• http://e-adventure.e-ucm.es
   –   New 1.5 version (include Chinese, Rusian and Brasilian version)
   –   Multiplatform (Windows, Linux, Mac)
   –   Videos (also in youtube in the eAdventureUCM channel)
   –   Tutorials
   –   Games (that you can reuse and modify)
• Open source code
   – Sourceforge.net
   – You can contribute (e.g. coding, eA translation)
• Baltasar Fernandez-Manjon
   balta@fdi.ucm.es

Más contenido relacionado

Destacado

Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen Türe
Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen TüreKundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen Türe
Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen TüreUsersnap
 
Curriculum NESTOR MORENO
Curriculum NESTOR MORENOCurriculum NESTOR MORENO
Curriculum NESTOR MORENOmorenonestor
 
Easy methods to Validate Email Addresses
Easy methods to Validate Email AddressesEasy methods to Validate Email Addresses
Easy methods to Validate Email Addressesbillie4reid
 
25 questões sobre incompatibilidade e impedimentos
25 questões sobre incompatibilidade e impedimentos25 questões sobre incompatibilidade e impedimentos
25 questões sobre incompatibilidade e impedimentos'Roberto Morgado
 
Graph Databases: Trends in the Web of Data
Graph Databases: Trends in the Web of DataGraph Databases: Trends in the Web of Data
Graph Databases: Trends in the Web of DataMarko Rodriguez
 
Treinamento atendimento, vendas e fechamento
Treinamento atendimento, vendas e fechamentoTreinamento atendimento, vendas e fechamento
Treinamento atendimento, vendas e fechamentotrainertek
 
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...Anton Kirillov
 
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im Unternehmen
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im UnternehmenBTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im Unternehmen
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im UnternehmenBTEXX GmbH
 
Trendone Futuregram #1: Video Live Streaming
Trendone Futuregram #1: Video Live StreamingTrendone Futuregram #1: Video Live Streaming
Trendone Futuregram #1: Video Live StreamingTRENDONE GmbH
 

Destacado (11)

Rechtliche Aspekte des Social Media Marketing
Rechtliche Aspekte des Social Media MarketingRechtliche Aspekte des Social Media Marketing
Rechtliche Aspekte des Social Media Marketing
 
Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen Türe
Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen TüreKundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen Türe
Kundenservice 1x1 für Start-ups - Convo Coworking - Tag der offenen Türe
 
Curriculum NESTOR MORENO
Curriculum NESTOR MORENOCurriculum NESTOR MORENO
Curriculum NESTOR MORENO
 
Enertec(Estudio Comercial)
Enertec(Estudio Comercial)Enertec(Estudio Comercial)
Enertec(Estudio Comercial)
 
Easy methods to Validate Email Addresses
Easy methods to Validate Email AddressesEasy methods to Validate Email Addresses
Easy methods to Validate Email Addresses
 
25 questões sobre incompatibilidade e impedimentos
25 questões sobre incompatibilidade e impedimentos25 questões sobre incompatibilidade e impedimentos
25 questões sobre incompatibilidade e impedimentos
 
Graph Databases: Trends in the Web of Data
Graph Databases: Trends in the Web of DataGraph Databases: Trends in the Web of Data
Graph Databases: Trends in the Web of Data
 
Treinamento atendimento, vendas e fechamento
Treinamento atendimento, vendas e fechamentoTreinamento atendimento, vendas e fechamento
Treinamento atendimento, vendas e fechamento
 
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...
Data processing platforms architectures with Spark, Mesos, Akka, Cassandra an...
 
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im Unternehmen
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im UnternehmenBTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im Unternehmen
BTEXX Fachartikel: 8 Tipps zu Social-Intranet-Plattformen im Unternehmen
 
Trendone Futuregram #1: Video Live Streaming
Trendone Futuregram #1: Video Live StreamingTrendone Futuregram #1: Video Live Streaming
Trendone Futuregram #1: Video Live Streaming
 

Similar a Learning Analytics in serious games

Learning analytics for improving educational games jcsg2017
Learning analytics for improving educational games jcsg2017Learning analytics for improving educational games jcsg2017
Learning analytics for improving educational games jcsg2017Baltasar Fernández-Manjón
 
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...eMadrid network
 
Educational games overview
Educational games overviewEducational games overview
Educational games overviewDavid Farrell
 
Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)David Farrell
 
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...Ana Rus Cano Moreno
 
Learning Analytics Design in Game-based Learning
Learning Analytics Design in Game-based LearningLearning Analytics Design in Game-based Learning
Learning Analytics Design in Game-based LearningMIT
 
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Baltasar Fernández-Manjón
 
Icce21 systematizing game learning analytics for improving serious games life...
Icce21 systematizing game learning analytics for improving serious games life...Icce21 systematizing game learning analytics for improving serious games life...
Icce21 systematizing game learning analytics for improving serious games life...Baltasar Fernández-Manjón
 
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...eMadrid network
 
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...The Use of Modern Controller Devices at Schools: Game-Based Learning with the...
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...Educational Technology
 
GBL in Upper Primary Education
GBL in Upper  Primary EducationGBL in Upper  Primary Education
GBL in Upper Primary EducationAmanda Ford
 
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for Therapy
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for TherapyGames for Health - Joep Jansen - Padwalk: Interactive Led Floor for Therapy
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for TherapyGames for Health Europe
 
Brightspace Webinar with Vincent Spezzo
Brightspace Webinar with Vincent SpezzoBrightspace Webinar with Vincent Spezzo
Brightspace Webinar with Vincent SpezzoD2L Barry
 
Not WHEN Games but WHICH Learning Games
Not WHEN Games but WHICH Learning GamesNot WHEN Games but WHICH Learning Games
Not WHEN Games but WHICH Learning GamesSharon Boller
 
Create Tabletop Games to Foster Organizational Learning
Create Tabletop Games to Foster Organizational LearningCreate Tabletop Games to Foster Organizational Learning
Create Tabletop Games to Foster Organizational LearningKarl Kapp
 
Play to Learn: Effective Learning Game Design
Play to Learn: Effective Learning Game DesignPlay to Learn: Effective Learning Game Design
Play to Learn: Effective Learning Game DesignSharon Boller
 
Informing SoTL using playtesting techniques
Informing SoTL using playtesting techniquesInforming SoTL using playtesting techniques
Informing SoTL using playtesting techniquesKatrin Becker
 
A Primer On Play: How to use Games for Learning and Results
A Primer On Play: How to use Games for Learning and ResultsA Primer On Play: How to use Games for Learning and Results
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
 
20+ ways to Add Game-like Elements to Your Learning Designs
20+ ways to Add Game-like Elements to Your Learning Designs20+ ways to Add Game-like Elements to Your Learning Designs
20+ ways to Add Game-like Elements to Your Learning DesignsBrett Bixler
 

Similar a Learning Analytics in serious games (20)

Learning analytics for improving educational games jcsg2017
Learning analytics for improving educational games jcsg2017Learning analytics for improving educational games jcsg2017
Learning analytics for improving educational games jcsg2017
 
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...
2012 12 14 (ucm) emadrid aserrano ucm learning analytics vision practica apli...
 
Educational games overview
Educational games overviewEducational games overview
Educational games overview
 
Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)Educational Games Design (STEG10 Keynote)
Educational Games Design (STEG10 Keynote)
 
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...
Downtown, A Subway Adventure: Using Learning Analytics to Improve the Develop...
 
Learning Analytics Design in Game-based Learning
Learning Analytics Design in Game-based LearningLearning Analytics Design in Game-based Learning
Learning Analytics Design in Game-based Learning
 
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...
Using Game Learning Analytics to Improve the Design, Evaluation and Deploymen...
 
Icce21 systematizing game learning analytics for improving serious games life...
Icce21 systematizing game learning analytics for improving serious games life...Icce21 systematizing game learning analytics for improving serious games life...
Icce21 systematizing game learning analytics for improving serious games life...
 
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...
WEEF/GEDC eMadrid_Systematizing Game Learning Analytics for Improving Serious...
 
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...The Use of Modern Controller Devices at Schools: Game-Based Learning with the...
The Use of Modern Controller Devices at Schools: Game-Based Learning with the...
 
GBL in Upper Primary Education
GBL in Upper  Primary EducationGBL in Upper  Primary Education
GBL in Upper Primary Education
 
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for Therapy
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for TherapyGames for Health - Joep Jansen - Padwalk: Interactive Led Floor for Therapy
Games for Health - Joep Jansen - Padwalk: Interactive Led Floor for Therapy
 
Brightspace Webinar with Vincent Spezzo
Brightspace Webinar with Vincent SpezzoBrightspace Webinar with Vincent Spezzo
Brightspace Webinar with Vincent Spezzo
 
Th202 slides
Th202 slidesTh202 slides
Th202 slides
 
Not WHEN Games but WHICH Learning Games
Not WHEN Games but WHICH Learning GamesNot WHEN Games but WHICH Learning Games
Not WHEN Games but WHICH Learning Games
 
Create Tabletop Games to Foster Organizational Learning
Create Tabletop Games to Foster Organizational LearningCreate Tabletop Games to Foster Organizational Learning
Create Tabletop Games to Foster Organizational Learning
 
Play to Learn: Effective Learning Game Design
Play to Learn: Effective Learning Game DesignPlay to Learn: Effective Learning Game Design
Play to Learn: Effective Learning Game Design
 
Informing SoTL using playtesting techniques
Informing SoTL using playtesting techniquesInforming SoTL using playtesting techniques
Informing SoTL using playtesting techniques
 
A Primer On Play: How to use Games for Learning and Results
A Primer On Play: How to use Games for Learning and ResultsA Primer On Play: How to use Games for Learning and Results
A Primer On Play: How to use Games for Learning and Results
 
20+ ways to Add Game-like Elements to Your Learning Designs
20+ ways to Add Game-like Elements to Your Learning Designs20+ ways to Add Game-like Elements to Your Learning Designs
20+ ways to Add Game-like Elements to Your Learning Designs
 

Más de Baltasar Fernández-Manjón

Articodign juego para mejorar el aprendizaje de la programacion.pptx
Articodign juego para mejorar el aprendizaje de la programacion.pptxArticodign juego para mejorar el aprendizaje de la programacion.pptx
Articodign juego para mejorar el aprendizaje de la programacion.pptxBaltasar Fernández-Manjón
 
Metaverses lifelong learning in a changing world
Metaverses lifelong learning in a changing worldMetaverses lifelong learning in a changing world
Metaverses lifelong learning in a changing worldBaltasar Fernández-Manjón
 
Extending narrative serious games using ad hoc minigames
Extending narrative serious games using ad hoc minigamesExtending narrative serious games using ad hoc minigames
Extending narrative serious games using ad hoc minigamesBaltasar Fernández-Manjón
 
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYING
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYINGCONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYING
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYINGBaltasar Fernández-Manjón
 
Pandemia: Oportunidades para el e-learning desde los juegos serios y las ana...
Pandemia: Oportunidades para el e-learning  desde los juegos serios y las ana...Pandemia: Oportunidades para el e-learning  desde los juegos serios y las ana...
Pandemia: Oportunidades para el e-learning desde los juegos serios y las ana...Baltasar Fernández-Manjón
 
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVA
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVASimplifying Serious Games Authoring and Validation with uAdventure and SIMVA
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVABaltasar Fernández-Manjón
 
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019Baltasar Fernández-Manjón
 
uAdventure simplifying narrative serious games development - icalt 2019 (1)
uAdventure  simplifying narrative serious games development - icalt 2019 (1)uAdventure  simplifying narrative serious games development - icalt 2019 (1)
uAdventure simplifying narrative serious games development - icalt 2019 (1)Baltasar Fernández-Manjón
 
Simva: Simplifying the scientific validation of serious games icalt2019
Simva: Simplifying the scientific validation of serious games icalt2019Simva: Simplifying the scientific validation of serious games icalt2019
Simva: Simplifying the scientific validation of serious games icalt2019Baltasar Fernández-Manjón
 
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...Baltasar Fernández-Manjón
 
From heterogeneous activities to unified analytics dashboards
From heterogeneous activities to unified analytics dashboardsFrom heterogeneous activities to unified analytics dashboards
From heterogeneous activities to unified analytics dashboardsBaltasar Fernández-Manjón
 
Serious games, analiticas conectado cyberbullying ull cultura digital
Serious games, analiticas conectado cyberbullying ull cultura digitalSerious games, analiticas conectado cyberbullying ull cultura digital
Serious games, analiticas conectado cyberbullying ull cultura digitalBaltasar Fernández-Manjón
 
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...Baltasar Fernández-Manjón
 
Game learning analytics dashboards teacher understanding icwl18
Game learning analytics dashboards teacher understanding icwl18Game learning analytics dashboards teacher understanding icwl18
Game learning analytics dashboards teacher understanding icwl18Baltasar Fernández-Manjón
 

Más de Baltasar Fernández-Manjón (20)

Articodign juego para mejorar el aprendizaje de la programacion.pptx
Articodign juego para mejorar el aprendizaje de la programacion.pptxArticodign juego para mejorar el aprendizaje de la programacion.pptx
Articodign juego para mejorar el aprendizaje de la programacion.pptx
 
Juegos serios en museos -
Juegos serios en museos -Juegos serios en museos -
Juegos serios en museos -
 
Metaverses lifelong learning in a changing world
Metaverses lifelong learning in a changing worldMetaverses lifelong learning in a changing world
Metaverses lifelong learning in a changing world
 
Extending narrative serious games using ad hoc minigames
Extending narrative serious games using ad hoc minigamesExtending narrative serious games using ad hoc minigames
Extending narrative serious games using ad hoc minigames
 
E madrid jornadas 2021 ucm final
E madrid jornadas 2021 ucm finalE madrid jornadas 2021 ucm final
E madrid jornadas 2021 ucm final
 
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYING
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYINGCONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYING
CONECTADO : SERIOUS GAME TO PREVENT CYBERBULLYING
 
Pandemia: Oportunidades para el e-learning desde los juegos serios y las ana...
Pandemia: Oportunidades para el e-learning  desde los juegos serios y las ana...Pandemia: Oportunidades para el e-learning  desde los juegos serios y las ana...
Pandemia: Oportunidades para el e-learning desde los juegos serios y las ana...
 
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVA
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVASimplifying Serious Games Authoring and Validation with uAdventure and SIMVA
Simplifying Serious Games Authoring and Validation with uAdventure and SIMVA
 
UIU juegos serios y analiticas de aprendizaje
UIU juegos serios y analiticas de aprendizajeUIU juegos serios y analiticas de aprendizaje
UIU juegos serios y analiticas de aprendizaje
 
Investigacion en Juegos Serios
Investigacion en Juegos SeriosInvestigacion en Juegos Serios
Investigacion en Juegos Serios
 
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019
Una visión critica sobre las tecnologias inmersivas en educación Aumentame 2019
 
uAdventure simplifying narrative serious games development - icalt 2019 (1)
uAdventure  simplifying narrative serious games development - icalt 2019 (1)uAdventure  simplifying narrative serious games development - icalt 2019 (1)
uAdventure simplifying narrative serious games development - icalt 2019 (1)
 
Simva: Simplifying the scientific validation of serious games icalt2019
Simva: Simplifying the scientific validation of serious games icalt2019Simva: Simplifying the scientific validation of serious games icalt2019
Simva: Simplifying the scientific validation of serious games icalt2019
 
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...
Intégration de jeux numériques à l’école et analytique de l’apprentissage fri...
 
From heterogeneous activities to unified analytics dashboards
From heterogeneous activities to unified analytics dashboardsFrom heterogeneous activities to unified analytics dashboards
From heterogeneous activities to unified analytics dashboards
 
xAPI Application Profile for Serious Games
xAPI Application Profile for Serious GamesxAPI Application Profile for Serious Games
xAPI Application Profile for Serious Games
 
Serious games, analiticas conectado cyberbullying ull cultura digital
Serious games, analiticas conectado cyberbullying ull cultura digitalSerious games, analiticas conectado cyberbullying ull cultura digital
Serious games, analiticas conectado cyberbullying ull cultura digital
 
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...
Uso de tecnología de juegos para automatizar pruebas neuropsicológicas e inve...
 
Game learning analytics dashboards teacher understanding icwl18
Game learning analytics dashboards teacher understanding icwl18Game learning analytics dashboards teacher understanding icwl18
Game learning analytics dashboards teacher understanding icwl18
 
Conectado cyberbullying videojuegos INTEF
Conectado cyberbullying videojuegos INTEF Conectado cyberbullying videojuegos INTEF
Conectado cyberbullying videojuegos INTEF
 

Learning Analytics in serious games

  • 1. Tracing a little for big Improvements: Application of Learning Analytics and Videogames for Student Assessment Baltasar Fernández-Manjón balta@fdi.ucm.es e-UCM research group www.e-ucm.es VS-GAMES 2012, Genoa, Italy
  • 2. Educational videogames • Teachers are starting to use educational videogames in order to explore new ways to educate their students – Still low adoption • Videogames left as “low-weight” complementary content – Mainly used for motivational purposes – No actual impact on the final mark
  • 3. Serious games assessment • No 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 • The “box” game should be open …(white box)
  • 4. What do we analyze? • Every game is very different – But we can group them by: • Game mechanics • Game genre • ….. – There some regularities that can be exploited • Can we define a simple set of universal traces to analyze?
  • 5. Start, end, quit game traces • Start game: whenever a student launches the game – Information: How many students played the game, who they were and when they played. • End game: whenever a student successfully the game. – Information: who accomplished the goals established for the game – Does the optimal goal attain? • Quit game: whenever a student quits the game, before finishing – Information: who abandoned the game before finishing it, and with the appropriate context, where he quitted.
  • 6. Phase changes • Usually, games are divided in phases. – In an educational videogame, these phases can mark several educational sub-goals. • Tracing phases changes can be used to: • Identifying most time-consuming phases • Understand how each part of the game is being accessed (if the phase exploration sequence is not linear) • … helping to improve the educational game
  • 7. Significant variables • Games rely on variables to represent their state – Some of those variables can be relevant for the assessment – Logging when and with which values these variables are updated
  • 8. User interaction • Raw user interaction (mouse clicks, screen touches, keys pressed…) can be used to retrieve some useful information – Heat maps: • To detect game design flaws • If all user interaction is logged, the whole game play could be reproduced
  • 9. 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 – Not applicable to COTS games (yet)
  • 10. Gleaner: Game Learning Analytics for education research • Framework oriented to capture game traces
  • 11. An example: Lost in Space <XML>
  • 12. An example: Lost in Space <XML> – Game for teaching XML – Played by students in the classroom • 1 to 2 hours playing • 2 hours defining new levels – Uses Gleaner to log students interactions
  • 13. Metrics in “Lost in Space <XML>” • Start and end game • Phases changes • Significant variables: – XML commands introduced by the students – Phases scores • User interaction – Clicks on help button
  • 14. Some early results • Real time metrics – Teacher could see student progress in real time from its computer – At the end of the class, he knew how many students had completed the game • Post-analysis – Most common pitfalls in XML commands where detected – Interactions with the help button indicated those phases where students had more trouble
  • 15. Yet Another eAdventure example • “The big Party” – Game to teach students with disabilities about habits on their daily life
  • 16. Metrics in “The big party” • Implemented with a add-on to an eAdventure game • Information collected – User interactions • All mouse interactions (including movement) – Phases changes – Times spent in every phase – Order in phase discovery
  • 17. Some results • Heatmaps showing elements with most interaction • Tracing ALL interactions allow us to reproudce the entire game play
  • 18. Conclusions • With simple traces, we can know a lot of about what is going on in our educational games • We can provided real-time feedback to teachers and students, and significantly improve the educational process • This process can also help to improve the game quality • However, rigorous assessment should be based on a deeper data analysis. This is only a first step.
  • 19. • http://e-adventure.e-ucm.es – New 1.5 version (include Chinese, Rusian and Brasilian version) – Multiplatform (Windows, Linux, Mac) – Videos (also in youtube in the eAdventureUCM channel) – Tutorials – Games (that you can reuse and modify) • Open source code – Sourceforge.net – You can contribute (e.g. coding, eA translation) • Baltasar Fernandez-Manjon balta@fdi.ucm.es