Learning Analytics in Serious Games
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Lecture by Pablo Moreno Ger on the potential and implications at the crossroads of Learning Analytics and Serious Games
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- Pablo Moreno Ger pablom@fdi.ucm.es Pori July 22nd, 2014 GALA
Summer School Pablo Moreno Ger (et al.) Learning Analytics in
Serious Games
- Hello! Lets start with a story An online course on how to use
Excel With online delivery of exercises Delivering the exercises on
time is a requisite for attending the final face-to-face exam
- The story develops A few days before the exam, I receive an
email: I have been following the course, reading the materials
carefully and delivering my exercises. The last two exercises have
been really difficult, and I have been trying different solutions
and seeking help from some friends. In the end I managed to
complete them and tried to upload them last night. But the website
kept showing me errors and I have been unable to upload them. Can I
send them via email and still be eligible for the exam?
- A quick look at the Moodle log 2013/02/27-18:35:43 -
NameOmitted - Course View - Main *** 28 hits ommited ***
2013/03/07-18:35:43 - NameOmitted - Course View - Main
2013/03/07-18:37:45 - NameOmitted - Resource View Exercise 1
2013/03/07-19:01:19 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:38 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:43 - NameOmitted - Course View - Main
2013/03/11-08:55:43 - NameOmitted - Course View Main
2013/03/11-08:55:51 - NameOmitted - email_list view_all_mail
2013/03/11-08:55:55 - NameOmitted - email_list view_110652
2013/03/11-09:01:19 - NameOmitted - Assignment View - Exercise 1
2013/05/21-22:27:06 - NameOmitted - Course View - Main
2013/05/21-22:27:11 - NameOmitted - email_list view_all_mail
2013/05/21-22:27:13 - NameOmitted - email_list view_123657
2013/05/21-22:35:43 - NameOmitted - Course View - Main
2013/05/21-22:37:45 - NameOmitted - Resource View - Exercise 2
2013/05/21-22:38:01 - NameOmitted - Course View - Main
2013/05/21-22:38:05 - NameOmitted - Resource View - Exercise 3
2013/05/21-22:41:01 - NameOmitted - Course View Main
2013/05/21-22:41:05 - NameOmitted - Resource View Chapter 1
2013/05/21-22:41:06 - NameOmitted - Resource View Chapter 2
2013/05/21-22:41:06 - NameOmitted - Resource View Chapter 3
2013/05/21-22:44:41 - NameOmitted - Resource View - Exercise 2
2013/05/21-22:45:58 - NameOmitted - email_list view_all_mail
2013/05/21-22:46:01 - NameOmitted - email_list compose
2013/05/21-22:59:36 - NameOmitted - email_list view_all_mail
- A slow look at the Moodle log Course opens: February 21st
2013/02/27-18:35:43 - NameOmitted - Course View Main *** 28 hits in
30 minutes Chapter 1, Chapter 2, forums, exercise delivery tools,
etc. *** March 7th 2013/03/07-18:35:43 - NameOmitted - Course View
- Main 2013/03/07-18:37:45 - NameOmitted - Resource View Exercise 1
2013/03/07-19:01:19 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:38 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:43 - NameOmitted - Course View Main This is a
typical pattern: - Study the exercise (he does not open the course
materials) - Complete it (24 minutes) - Submission (two steps,
Moodle does not differentiate)
- A slow look at the Moodle log March 10th The exercise is
corrected and an email is sent 2013/03/11-08:55:43 - NameOmitted -
Course View - Main 2013/03/11-08:55:51 - NameOmitted - email_list
view_all_mail 2013/03/11-08:55:55 - NameOmitted - email_list
view_110652 2013/03/11-09:01:19 - NameOmitted - Assignment View
Exercise 1 May 19th Instructor sends mass email notifying exam
dates May 21st First student log in in two months
2013/05/21-22:27:06 - NameOmitted - Course View Main
2013/05/21-22:27:11 - NameOmitted - email_list view_all_mail
2013/05/21-22:27:13 - NameOmitted - email_list view_123657 Another
typical pattern: - Log in - Read mail - Check grade & comments
(from link in email)
- A slow look at the Moodle log May 21st (continued) *** Student
checks the two pending exercises (past their deadline) ***
2013/05/21-22:35:43 - NameOmitted - Course View - Main
2013/05/21-22:37:45 - NameOmitted - Resource View - Exercise 2
2013/05/21-22:38:01 - NameOmitted - Course View - Main
2013/05/21-22:38:05 - NameOmitted - Resource View - Exercise 3 ***
Quick look at the materiales (using tabbed browsing) ***
2013/05/21-22:41:01 - NameOmitted - Course View Main
2013/05/21-22:41:05 - NameOmitted - Resource View Chapter 1
2013/05/21-22:41:06 - NameOmitted - Resource View Chapter 2
2013/05/21-22:41:06 - NameOmitted - Resource View Chapter 3
2013/05/21-22:44:41 - NameOmitted - Resource View - Exercise 2 ***
Student decides to write. Writing time: 13 minutes ***
2013/05/21-22:45:58 - NameOmitted - email_list view_all_mail
2013/05/21-22:46:01 - NameOmitted - email_list compose
2013/05/21-22:59:36 - NameOmitted - email_list view_all_mail
- In other words Data can tell stories
- The story begins
- Analytics, Analytics, Analytics! Web Analytics
- Web Analytics
- What we can do with Web Analytics Web Analytics for Dummies How
are my keywords working? Which are my landing pages? Where are my
customers coming from? Which days/hours have more traffic?
- What we can do with Web Analytics Web Analytics for Pros Which
ads are generating more traffic? Which ads are generating more
revenue? From which pages are my users departing? And the really
advanced stuff: Cycles Dead ends Losses of revenue Dead pages
- Facebook
- Thats ok but OK, enough corporate, lets talk about
learning!
- Analytics, Analytics, Analytics! Web Analytics Learning
Analytics
- And now its 2014 LA was an obscure term in 2007 Today: Learning
Analytics is featured in H2020-ICT-20 as a key learning technology
Most TEL conferences include a track on LA And some summer schools,
a lecture Special issues on LA in major TEL journals
- From business to (TEL)-research What happened?
- A perfect storm
- No, really, what happened? 2006-2010 steady increase of
Learning Analytics In 2009, Big Data explodes In 2010, GALA starts
In 2010, MOOCs happen Learning Analytics become a Big Data
problem.
- What we can do with Learning Analytics Learning Analytics for
dummies Most accessed contents Least accessed contents Time spent
in each resource Average grades in quizzes Easy/hard questions on
quizzes Students that drop out Trends and timelines
- What we can do with Learning Analytics Learning Analytics for
pros Changes in usual patterns (potential issues) Study of the
impact of changes (see Facebook) Local / Regional / National data
aggregation Big data problems (if your population is large enough
And the really advanced stuff: Predict student dropout Predict
grades Automatic adaptation
- Dimensions of Learning Analytics The what we measure dimension
Activity on a virtual campus (e- or b-learning) Usage patterns by a
spefic students Usage patterns by groups of students Detailed
assessment (per question, per answer) Forum participation Time
spent on each resource Access frequency
- Dimensions of Learning Analytics The why we measure dimension
Assessment of learning effectiveness Assessment of the learning
process Assessment for learning Assessment of the e-learning
platform And of course Predictive assessment Usability
Validation
- Dimensions of Learning Analytics The where we measure dimension
(or scope) Individual analytics Classroom analytics School /
Institution analytics Regional analytics National / International
analytics
- LA is here to stay But theres more!
- And now for something completely different
- Analytics, Analytics, Analytics! Web Analytics Game Analytics
Learning Analytics
- Game Analytics
- Game Analytics Game Analytics for Dummies Time spent on each
level Barriers and game issues Dead scenes Usability Assessment
Game Analytics for Pros Monetization
- Candy Crush Saga
- Enough about money Can we get back to learning?
- And here, we, go!
- Analytics, Analytics, Analytics! Web Analytics Game Analytics
Game Analytics for LearningLearning Analytics
- Stop and think HTML files vs. Game Quiz vs. In-game performance
Forum vs. MMORPG
- Stop and think Single player in a single gameplay
- Stop and think An entire school playing the same game
- Stop and think A 1-million student MOOC with a game
- Stop and think An edX-like platform filled with games
- Stop and think All schools in Europe playing games
- So much power in our hands!
- But we have no clue on how to use it
- What we (GALA) do ANGEL SERRANOLAGUNA LEARNING ANALYTICS AND
SERIOUS GAMES GLEANER "The gleaners", Jean-Franois Millet
- GLEANER
- Stuff we can do Generic traces Mouse clicks (left/right/middle)
Mouse movement (free movement, drag) Key presses (up / down /
press)
- Stuff we can do Engine-specific traces (for eAdventure game
engine) Actions performed Speech bubbles Answers in multiple choice
questions Scene transitions Changes in variable values
- Case Study: The Big Party
- GLEANER traces 100,000 lines for a 40-minute playthrough
- Heatmaps
- Case study 2: The Foolish Lady
- Analytics-based assessment
- Case Study 3: Lost in XML Space
- Case Study 3: Lost in XML Space
- Realtime Dashboard
- Real Time dashboard REALTIME DASHBOARD
- But this is not about what WE do
- What you can do Figure out how to use generic traces in your
games Figure out new traces specific to your games Try to
standardize and share GLEANER or your own approach There is
standard stuff to exchange data (e.g. xAPI)