A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education
In this study, we have proposed and implemented a sequential data analytics (SDA)-driven methodological framework to design adaptivity for digital game-based learning (DGBL). The goal of this framework is to facilitate children’s personalized learning experiences for K–5 computing education. Althoug...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
International Forum of Educational Technology & Society
2023-04-01
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| Series: | Educational Technology & Society |
| Subjects: | |
| Online Access: | https://www.j-ets.net/collection/published-issues/26_2#h.v8iwesj5pfxs |
| _version_ | 1797850236595470336 |
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| author | Zhichun Liu Jewoong Moon |
| author_facet | Zhichun Liu Jewoong Moon |
| author_sort | Zhichun Liu |
| collection | DOAJ |
| description | In this study, we have proposed and implemented a sequential data analytics (SDA)-driven methodological framework to design adaptivity for digital game-based learning (DGBL). The goal of this framework is to facilitate children’s personalized learning experiences for K–5 computing education. Although DGBL experiences can be beneficial, young children need personalized learning support because they are likely to experience cognitive challenges in computational thinking (CT) development and learning transfer. We implemented the educational game Penguin Go to test our methodological framework to detect children’s optimal learning interaction patterns. Specifically, using SDA, we identified children’s diverse gameplay patterns and inferred their learning states related to CT. To better understand children’s gameplay performance and CT development in context, we used qualitative data as triangulation. We discuss adaptivity design based on the children’s gameplay challenges indicated by their gameplay sequence patterns. This study shows that SDA can inform what in-game support is necessary to foster student learning and when to deliver such support in gameplay. The study findings suggest design guidelines regarding the integration of the proposed SDA framework. |
| first_indexed | 2024-04-09T18:58:13Z |
| format | Article |
| id | doaj.art-79c0ded60b254e15a39089d322461a3e |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-04-09T18:58:13Z |
| publishDate | 2023-04-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-79c0ded60b254e15a39089d322461a3e2023-04-09T06:21:15ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222023-04-0126218119710.30191/ETS.202304_26(2).0013A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing EducationZhichun Liu0Jewoong Moon1Human Communication, Development, and Information Sciences, The University of Hong Kong, Hong Kong SAR, ChinaDepartment of Department of Educational Leadership, Policy, & Technology Studies, University of Alabama, Tuscaloosa, AL, USAIn this study, we have proposed and implemented a sequential data analytics (SDA)-driven methodological framework to design adaptivity for digital game-based learning (DGBL). The goal of this framework is to facilitate children’s personalized learning experiences for K–5 computing education. Although DGBL experiences can be beneficial, young children need personalized learning support because they are likely to experience cognitive challenges in computational thinking (CT) development and learning transfer. We implemented the educational game Penguin Go to test our methodological framework to detect children’s optimal learning interaction patterns. Specifically, using SDA, we identified children’s diverse gameplay patterns and inferred their learning states related to CT. To better understand children’s gameplay performance and CT development in context, we used qualitative data as triangulation. We discuss adaptivity design based on the children’s gameplay challenges indicated by their gameplay sequence patterns. This study shows that SDA can inform what in-game support is necessary to foster student learning and when to deliver such support in gameplay. The study findings suggest design guidelines regarding the integration of the proposed SDA framework.https://www.j-ets.net/collection/published-issues/26_2#h.v8iwesj5pfxsdigital game-based learningcomputational thinkingsequential data analyticsadaptivitypersonalized learning |
| spellingShingle | Zhichun Liu Jewoong Moon A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education Educational Technology & Society digital game-based learning computational thinking sequential data analytics adaptivity personalized learning |
| title | A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education |
| title_full | A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education |
| title_fullStr | A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education |
| title_full_unstemmed | A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education |
| title_short | A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education |
| title_sort | framework for applying sequential data analytics to design personalized digital game based learning for computing education |
| topic | digital game-based learning computational thinking sequential data analytics adaptivity personalized learning |
| url | https://www.j-ets.net/collection/published-issues/26_2#h.v8iwesj5pfxs |
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