Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development
Using games for education can increase the motivation and engagement of students and provide a more authentic learning environment where students can learn, test and apply new knowledge. However, the actual (serious) game application in schools is still limited, partly because teachers consider thei...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Graz University of Technology
2019-12-01
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| Series: | Journal of Universal Computer Science |
| Subjects: | |
| Online Access: | https://lib.jucs.org/article/22679/download/pdf/ |
| _version_ | 1818836710673350656 |
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| author | Antonio Calvo-Morata Cristina Alonso-Fernández Iván Pérez-Colado Manuel Freire Iván Martínez-Ortiz Baltasar Fernández-Manjón |
| author_facet | Antonio Calvo-Morata Cristina Alonso-Fernández Iván Pérez-Colado Manuel Freire Iván Martínez-Ortiz Baltasar Fernández-Manjón |
| author_sort | Antonio Calvo-Morata |
| collection | DOAJ |
| description | Using games for education can increase the motivation and engagement of students and provide a more authentic learning environment where students can learn, test and apply new knowledge. However, the actual (serious) game application in schools is still limited, partly because teachers consider their use as a complex process. To increase game adoption, the integration of Game Learning Analytics (GLA) can provide teachers a thorough insight into the knowledge acquired by their students and usually presented through a visual dashboard. Although it is possible to provide a useful general metrics and a prefab dashboard, it may not fully cover teachers' expectations. In this paper, we study the ad-hoc adaptation of generic dashboards to increase their effectiveness through three case-studies. In these experiences, we adapt dashboards for teachers to include detailed information for more-focused analysis. With the positive results obtained from these scenarios, we have identified a methodological process to create ad-hoc GLA dashboards and extracted some lessons learned for dashboard development: simple but useful dashboards can provide a higher added value for stakeholders compared with more complex dashboards; teachers and game developers should be involved in dashboard design for better results; and, if possible, ad-hoc developed dashboards should be used as they have proved to be more effective than generic dashboards. |
| first_indexed | 2024-12-19T03:10:56Z |
| format | Article |
| id | doaj.art-5fd9d816205446dd942e65a595a38284 |
| institution | Directory Open Access Journal |
| issn | 0948-6968 |
| language | English |
| last_indexed | 2024-12-19T03:10:56Z |
| publishDate | 2019-12-01 |
| publisher | Graz University of Technology |
| record_format | Article |
| series | Journal of Universal Computer Science |
| spelling | doaj.art-5fd9d816205446dd942e65a595a382842022-12-21T20:38:00ZengGraz University of TechnologyJournal of Universal Computer Science0948-69682019-12-0125121507153010.3217/jucs-025-12-150722679Improving Teacher Game Learning Analytics Dashboards through ad-hoc DevelopmentAntonio Calvo-Morata0Cristina Alonso-Fernández1Iván Pérez-Colado2Manuel Freire3Iván Martínez-Ortiz4Baltasar Fernández-ManjónComplutense University of MadridComplutense University of MadridComplutense University of MadridComplutense University of MadridComplutense University of MadridUsing games for education can increase the motivation and engagement of students and provide a more authentic learning environment where students can learn, test and apply new knowledge. However, the actual (serious) game application in schools is still limited, partly because teachers consider their use as a complex process. To increase game adoption, the integration of Game Learning Analytics (GLA) can provide teachers a thorough insight into the knowledge acquired by their students and usually presented through a visual dashboard. Although it is possible to provide a useful general metrics and a prefab dashboard, it may not fully cover teachers' expectations. In this paper, we study the ad-hoc adaptation of generic dashboards to increase their effectiveness through three case-studies. In these experiences, we adapt dashboards for teachers to include detailed information for more-focused analysis. With the positive results obtained from these scenarios, we have identified a methodological process to create ad-hoc GLA dashboards and extracted some lessons learned for dashboard development: simple but useful dashboards can provide a higher added value for stakeholders compared with more complex dashboards; teachers and game developers should be involved in dashboard design for better results; and, if possible, ad-hoc developed dashboards should be used as they have proved to be more effective than generic dashboards.https://lib.jucs.org/article/22679/download/pdf/learning analyticsserious gamesdashboardsxAP |
| spellingShingle | Antonio Calvo-Morata Cristina Alonso-Fernández Iván Pérez-Colado Manuel Freire Iván Martínez-Ortiz Baltasar Fernández-Manjón Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development Journal of Universal Computer Science learning analytics serious games dashboards xAP |
| title | Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development |
| title_full | Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development |
| title_fullStr | Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development |
| title_full_unstemmed | Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development |
| title_short | Improving Teacher Game Learning Analytics Dashboards through ad-hoc Development |
| title_sort | improving teacher game learning analytics dashboards through ad hoc development |
| topic | learning analytics serious games dashboards xAP |
| url | https://lib.jucs.org/article/22679/download/pdf/ |
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