Making sense of game based user data: learning analytics in applied games

Digital learning games are useful educational tools with high motivational potential. With the application of games for instruction there comes the need of acknowledging learning game experiences also in the context of educational assessment. Learning analytics provides new opportunities for supporting assessment in and of educational games. We give an overview of current learning analytics methods in this field and reflect on existing challenges. An approach of providing reusable software assets for interaction assessment and evaluation in games is presented. This is part of a broader initiative of making available advanced methodologies and tools for supporting applied game development.

The role of learning design and learning analytics in MOOCs

The last couple of years there has been a lot of attention for MOOCs. More and more universities start offering MOOCs. Although the open dimension of MOOC indicates that it is open in every aspect, in most cases it is a course with a structure and a timeline within which learning activities are positioned. There is a contradiction there. The open aspect puts MOOCs more in the non-formal professional learning domain, while the course structure takes it into the formal, traditional education domain. Accordingly, there is no consensus yet on solid pedagogical approaches for MOOCs. Something similar can be said for learning analytics, another upcoming concept that is receiving a lot of attention. Given its nature, learning analytics offers a large potential to support learners in particular in MOOCs. Learning analytics should then be applied to assist the learners and teachers in understanding the learning process and could predict learning, provide opportunities for pro-active feedback, but should also results in interventions aimed at improving progress. This paper illustrates pedagogical and learning analytics approaches based on practices developed in formal online and distance teaching university education that have been fine-tuned for MOOCs and have been piloted in the context of the EU-funded MOOC projects ECO (Elearning, Communication, Open-Data: http://ecolearning.eu) and EMMA (European Multiple MOOC Aggregator: http://platform.europeanmoocs.eu).

Learning design guided learning analytics in MOOCs

Poster presentation for our paper Brouns, F., & Firssova, O. (2016, October).The role of learning design and learning analytics in MOOCs. Paper presented at 9th EDEN Research Workshop, Oldenburg, Germany.

Applying standards to systematize learning analytics in serious games

Learning Analytics is an emerging field focused on analyzing learners’ interactions with educational content. One of the key open issues in learning analytics is the standardization of the data collected. This is a particularly challenging issue in serious games, which generate a diverse range of data. This paper reviews the current state of learning analytics, data standards and serious games, studying how serious games are tracking the interactions from their players and the metrics that can be distilled from them. Based on this review, we propose an interaction model that establishes a basis for applying Learning Analytics into serious games. This paper then analyzes the current standards and specifications used in the field. Finally, it presents an implementation of the model with one of the most promising specifications: Experience API (xAPI). The Experience API relies on Communities of Practice developing profiles that cover different use cases in specific domains. This paper presents the Serious Games xAPI Profile: a profile developed to align with the most common use cases in the serious games domain. The profile is applied to a case study (a demo game), which explores the technical practicalities of standardizing data acquisition in serious games. In summary, the paper presents a new interaction model to track serious games and their implementation with the xAPI specification.

Game Learning Analytics: Learning Analytics for Serious Games

Video games have become one of the largest entertainment industries, and their power to capture the attention of players worldwide soon prompted the idea of using games to improve education. However, these educational games, commonly referred to as serious games, face different challenges when brought into the classroom, ranging from pragmatic issues (e.g. a high development cost) to deeper educational issues, including a lack of understanding of how the students interact with the games and how the learning process actually occurs. This chapter explores the potential of data-driven approaches to improve the practical applicability of serious games. Existing work done by the entertainment and learning industries helps to build a conceptual model of the tasks required to analyze player interactions in serious games (gaming learning analytics or GLA). The chapter also describes the main ongoing initiatives to create reference GLA infrastructures and their connection to new emerging specifications from the educational technology field. Finally, it explores how this data-driven GLA will help in the development of a new generation of more effective educational games and new business models that will support their expansion. This results in additional ethical implications, which are discussed at the end of the chapter.

Mindfulness and Spirituality as determinants of Existential Loneliness in the Dutch

Existential loneliness is a concept that is largely ignored in the psychological research tradition, although from a philosophical perspective it is deeply connected to inherent human longings of connection and meaning. This research investigated the relationship between existential loneliness and two variables that are theoretically closely related to the concepts of connection and meaning, namely mindfulness (connection to oneself and others) and spiritual well-being (connection to a larger whole). This was done in a sample of n = 180 individuals (61.7% female; mean age 41.72, SD = 12.16) of the Dutch population. A multiple regression analysis was conducted. It can be concluded that there is a negative relationship between mindfulness and existential loneliness, as well as between spiritual well-being and existential loneliness. This means that people with a higher level of mindfulness and/or a higher level of spiritual well-being experience a lower level of existential loneliness. At the same time, people with a lower level of mindfulness and/or spiritual well-being experience a lower level of existential loneliness. There are some limitations to this study, for example the use of a non-random sampling method, a limited sample group, a scale that has not been widely tested, and a potential bias towards the higher educated. However, these limitations are inherent to exploratory research and does not diminish the main strength of this thesis, namely that it has provided more insight into an important and prevalent societal phenomenon, that had not been extensively researched previously, that has so far only been addressed in more philosophical instead of scientific debates, and linked almost exclusively to negative concepts, such as terminal illness. This research provides a first understanding of two positive determinants of existential loneliness, which could potentially be used to help make sense of this inherently humane condition, as well as to actively cope with the potential (adverse) effects of it.

Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries

Nistor, N., Dascalu, M., Stavarache, L.L., Serafin, Y., & Trausan-Matu, S. (2015). Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert & É. Lavoué (Eds.), 10th European Conf. on Technology Enhanced Learning (pp. 447–452). Toledo, Spain: Springer.

Chapter 2: Predicting Newcomer Integration in Online Knowledge Communities by Automated Dialog Analysis

Nistor, N., Dascalu, M., Stavarache, L.L., Tarnai, C., & Trausan-Matu, S. (2015). Predicting Newcomer Integration in Online Knowledge Communities by Automated Dialog Analysis. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk & N.-S. Chen (Eds.), State-of-the-Art and Future Directions of Smart Learning (Vol. Lecture Notes in Educational Technology, pp. 13–17). Berlin, Germany: Springer-Verlag Singapur

Visualization of polyphonic voices inter-animation in CSCL chats

Trausan-Matu, S., & Dascalu, M. (2015). Visualization of Polyphonic Voices Inter-animation in CSCL Chats. Revista Romana de Interactiune Om-Calculator, 8(4), 305–322.

ReaderBench: Automated evaluation of collaboration based on cohesion and dialogism

Dascalu, M., Trausan-Matu, S., McNamara, D.S., & Dessus, P. (2015). ReaderBench – Automated Evaluation of Collaboration based on Cohesion and Dialogism. International Journal of Computer-Supported Collaborative Learning, 10(4), 395–423. doi: 10.1007/s11412-015-9226-y

D2.3 First bundle of client-side components

This document describes the first bundle of core WP2 (user data analytics) client side components, including their specifications, usecases, and working prototypes. Included assets contain a description of their current status, and links to their full designs and downloadable versions. This deliverable only describes operational SW assets (even though beta) that are tested and documented. It should be noted, however, that various additional software assets (2.2d Cognitive Capacity Measurement and 2.3a Realtime Emotion Detection) are near completion for inclusion in games during the first pilot round. Those assets are still scheduled for inclusion in the final bundle deliverable D2.2.

D2.1 - First bundle of server-side components

This document describes the first bundle of core WP2 (user data analytics) serverside components, including their specifications, usecases, and working prototypes. Included assets contain a description of their current status, and links to their full designs and downloadable versions.

D2.5 - First bundle of dashboard components

This document describes the core components to create customizable game analytics and dashboards: their present status; links to their full designs and downloadable versions; and how to configure them, and take advantage of the analytics visualizations and the underlying architecture of the platform. All the dashboard components are working with data collected using the xAPI data format that the RAGE project has developed in collaboration with ADL Co-Lab.

Extracting Patterns from Educational Traces via Clustering and Associated Quality Metrics

Clustering algorithms, pattern mining techniques and associated quality metrics emerged as reliable methods for modeling learners’ performance, comprehension and interaction in given educational scenarios. The specificity of available data such as missing values, extreme values or outliers, creates a challenge to extract significant user models from an educational perspective. In this paper we introduce a pattern detection mechanism with-in our data analytics tool based on k-means clustering and on SSE, silhouette, Dunn index and Xi-Beni index quality metrics. Experiments performed on a dataset obtained from our online e-learning platform show that the extracted interaction patterns were representative in classifying learners. Furthermore, the performed monitoring activities created a strong basis for generating automatic feedback to learners in terms of their course participation, while relying on their previous performance. In addition, our analysis introduces automatic triggers that highlight learners who will potentially fail the course, enabling tutors to take timely actions.

Finding the Needle in a Haystack: Who are the Most Central Authors Within a Domain?

The speed at which new scientific papers are published has increased dramatically, while the process of tracking the most recent publications having a high impact has become more and more cumbersome. In order to support learners and researchers in retrieving relevant articles and identifying the most central researchers within a domain, we propose a novel 2-mode multilayered graph derived from Cohesion Network Analysis (CNA). The resulting extended CNA graph integrates both authors and papers, as well as three principal link types: coauthorship, co-citation, and semantic similarity among the contents of the papers. Our rankings do not rely on the number of published documents, but on their global impact based on links between authors, citations, and semantic relatedness to similar articles. As a preliminary validation, we have built a network based on the 2013 LAK dataset in order to reveal the most central authors within the emerging Learning Analytics domain.