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associating to each problem those competence states that are sufficient
for solving it
associating to each learning object the skills that it teaches
prerequisite structure on the set of problems/learning objects
Css.uni-graz.at
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Flow
Kiili et al. (2014)
Flow Theory , Csikszentmihalyi 1988, Zone of Proximal Development, Vygotsky
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Authoring
Annotation of Situations
Narrative, Gaming and Learning Context
Appropriateness for Player Model
Run-Time
Decision: How does a story continue?
Narrative Game-Based Learning Objects
(NGLOB) - Revisited
Göbel et al. (2010)
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Evidence-Centered Design (ECD)
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Outline
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Choosing Data for Learning Analytics in SG
Depends on learning goals, setting, tasks, game
genre, mechanic and platform
• Intensive vs. Extensive Data
• Extensive Data: for Higher Quantity
• Intensive Data: for Higher Quality
• Single-Player vs. Multiplayer
• Multiplayer:
• additional social component
• Data fed into social network analysis to identify aspects
of collaborative learning
• Generic vs. Game-Specific Traces
• Generic:
• Identify strengths and weaknesses of learning games
• Compare different learning games
• Game-Specific:
• Designing games „with analytics in mind“
• More tailored to invidiual games
StoryPlay Learning Analytics Tool
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Serious Games Analytics
Serrano-Leguana et al. 2014
Measures to be derived:
Gaming:
general in-game performance, in-game
learning, in-game strategies, player type
Learning:
general traits and abilities of the learner,
general knowledge, situation-specific state,
learning behaviors, learning outcomes
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Outline
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Capturing Data for Learning Analytics in SG
Depends on data modalities and interactions
• Activity logs
• Widely employed
• Records interaction data in form of log files
• Multimodal Learning Analytics
• Includes biometric data and other multimodal
data for assessing motivation, fun and
collaboration aspects in learning settings
• Introduces its own challenges for aligning data
• Mobile and Ubiquitous Learning Analytics
• Data of mobile learners, suitable for mobile
games
• Interaction with mobile devices
• Considering contextual information
Noldus.com/facereader
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Privacy Concerns
Collectiveevolution.com
Nutzungsbedingungen für E-Learnin an der HWR Berlin auf der Lernplattform Moodle: Art der gespeicherten Daten Bei der Nutzung von Moodle werden Ihre Beiträge und Aktivitäten in Protokolldateien des Webservers sowie der Moodle-Software gespeichert, soweit das für die individualisierten Funktionalitäten in Moodle erforderlich ist. Weder Kursverantwortliche (z.B. in der Rolle „Lehrende“), noch andere Kursteilnehmende (z.B. in der Rolle „Studierende“) haben Zugriff auf diese Nutzungsdaten. Kursverantwortliche (in der Rolle „Lehrende“) haben Zugriff auf sogenannte Aktivitätsübersichten zu Zwecken der Lehrvermittlung, der Lehrorganisation und der Lehrerfolgskontrolle im betreffenden Kurs. Dargestellt werden hier persönliche Beiträge zu Aktivitäten wie Foren, Wikis, Blogs oder Aufgaben.
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Capturing Data – Example Code
Sample variable traces (Gleaner format)
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Capturing Data – Example Code
Logging using Google Analytics
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Outline
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Aggregating Data for Learning Analytics in SG
Depends on data sources and sample size
• Extensive Data Aggregation accross
Users
• Log data joined into central database after
preprocessing using session identifiers
• Log files generated on all machines should
use same data format
• Need for standardized xml formats
• „Aggregation Model“: using semantic rules
to map game actions or states to meaningful
expressions under which similar events are
grouped
• Intensive Data Aggregation accross
Modalities
• Multimodal Data Synchronization needed for
observing behavior accross MM data
channels
• Some tools exist: Replayer, ChronoVis
ChronoViz.com
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Outline
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Analyzing Data for Learning Analytics in SG
Depends on learning context and application
• By instructor
• This step is not done by the system but instructor intervenes
according to visualized statistics
• Automatic Analysis
• For intelligent tutoring systems and adaptive Serious Games
• Measures to be derived:
• Gaming: general in-game performance, in-game learning, in-game
strategies, player type
• Learning: general traits and abilities of the learner, general knowledge,
• Rules governing the interpretation of in-game sources of evidence
to infer competencies
• Algorithms applied during learning sessions to update competency
models
• Data Mining and Machine Learning approaches can be used for
identifying solution strategies, error patterns and player goals
onlinelearninginsights.wordpress.com
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Game Verbs
Gamedesign.glasslabgames.com
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Outline
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Deploying Results for Learning Analytics in SG
Depends on learning context and
application
• Visualization
• visualizations of narrative structure,
player model and skill tree
• graphs, Hasse Diagrams, Heat Maps
• for games, a special need for real-time
operation, extensibility and
interoperability
• Adaptation
• macro-adaptivity: system responds by
choosing the appropriate next learning
object or narrative event
• micro-adaptivity: adjusting aspects
within a learning task like task diffculty or
feedback type
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Visualization - Dashboards
Teachtown.com
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Visualization - Dashboards
StoryPlay Dashboard
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Visualization - Dashboards
GLEANER Dashboard
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Visualization - Dashboards
GLEANER Dashboard
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Visualization - Dashboards
GLEANER Dashboard
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Visualization - Dashboards
EngAGe Dashboard
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Popular Analytics Tools
Piwik Google Analytics
OpenSim Analytics for Virtual Worlds
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Projects (some ongoing)
Lemo-projekt.de
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Summary
Laila Shoukry, Stefan Göbel, Ralf Steinmetz:
Learning Analytics and Serious Games: Trends and Considerations. In: SeriousGames '14 Proceedings of the ACM International Workshop on Serious Games,
p. 21-26, ACM MM’14, November 2014. ISBN 978-1-4503-3121-0. http://dl.acm.org/citation.cfm?id=2656729.
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Questions & Contact
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