A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education

Autor/inn/en	Liu, Zhichun; Moon, Jewoong
Titel	A Framework for Applying Sequential Data Analytics to Design Personalized Digital Game-Based Learning for Computing Education
Quelle	In: Educational Technology & Society, 26 (2023) 2, S.181-197 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Learning Analytics; Design; Game Based Learning; Computation; Thinking Skills; Individualized Instruction; Computer Science Education; Elementary School Students; Educational Games; Learning Processes; Performance; Metacognition; Instructional Design + Suchen Sie Ihr Suchwort? Denkfähigkeit; Individualisierender Unterricht; Computer science lessons; Informatikunterricht; Educational game; Lernspiel; Learning process; Lernprozess; Achievement; Leistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	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. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01