Unpacking effective learning through game analytics

HABGOOD, Jacob (2018). Unpacking effective learning through game analytics. In: CHI 2018 Data-driven educational game design, Carnegie Mellon University, 21st April 2018. (Unpublished)

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This paper describes how a data-driven design analysis was applied to the iterative development of a tablet-based mathematical game for the RAIDING Project. Detailed analytics were recorded for a class of 7-year old children who used the game once a day over a two-week period. Data was recorded to measure the proportion of time spent effectively engaged with learning content (effective learning time). Average response times and accuracies were recorded at the end of each day and plotted to reveal individual trends. This data alluded towards differences in behaviour which were not predicted by effective learning time, and which have prompted iterative changes in the design of the game.

Item Type: Conference or Workshop Item (Paper)
Depositing User: Helen Garner
Date Deposited: 01 Mar 2018 16:46
Last Modified: 18 Mar 2021 01:36
URI: https://shura.shu.ac.uk/id/eprint/18822

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