Title

Leaving hints: Using player in-game hints to measure and improve learning

Document Type

Conference Proceeding

Publication Date

9-20-2019

Department

Department of Cognitive and Learning Sciences

Abstract

Student reflection has been shown to be important for learning in educational domains. In this study, we embedded a student reflection task into a video game to diagnose how players were constructing new knowledge. The game took place in a space station in which odd things had been happening. In order to secure a position on the space station, players had to improve their decision making and solve the mystery. As part of the game narrative, players reflected on each learning opportunity or mini-game by providing hints for future players at the end of each round. A corpus of 674 hints from 41 players, playing a 60-min version of the game were coded independently by two coders. Coding covered four levels of understanding in the hints and ranged from a simple restatement of information to a deeper reflection that integrated ideas and created new knowledge. Analyzing hints provided an in-game learning measure that may complement other measures and a way to understand game play experience that did not interrupt game flow. This study provides some recommendations for the design of embedding user hints into video games.

Publisher's Statement

© Springer Nature Switzerland AG 2019. Publisher’s version of record: https://doi.org/10.1007/978-3-030-30712-7_29

Publication Title

International Conference on Human-Computer Interaction

ISBN

978-3-030-30712-7

Share

COinS