Abstract
Learning analytics (LA) is a powerful technology expected to be adopted by institutions in the near future. The 2014 NMC horizon report situates it in the two to three years’ timeframe for primary and secondary level and one year or less for higher education. The use of LA in serious games raises two important questions, what data is gathered and how is the information analysed and transformed to knowledge. This paper presents the preliminary results of a systematic review of the literature on learning analytics in serious games. The 14 relevant studies identified will be outlined and categorised in order to offer a starting point for developers and researchers studying this important subject. The review categorises the studies found according to the type of data monitored by the game, the data processing technique and the target user of the LA tool. The review suggests that there are three perspectives to learning analytics; the student’s, the teacher’s and the researcher’s. After defining learning analytics and serious games and presenting the two main approaches to data analysis, this paper provides an overview of the use of learning analytics within serious games as well as a discussion on existing frameworks. Finally, we will present the model used in our generalised assessment engine taking into account the three perspectives of LA.
Original language | English |
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Publication status | Published - Nov 2014 |
Event | European Conference in the Applications of Enabling Technologies 2014 - IET Teacher Building, Glasgow, United Kingdom Duration: 20 Nov 2014 → 21 Nov 2014 http://www.ed20work.eu/conference |
Conference
Conference | European Conference in the Applications of Enabling Technologies 2014 |
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Abbreviated title | ECAET 2014 |
Country/Territory | United Kingdom |
City | Glasgow |
Period | 20/11/14 → 21/11/14 |
Internet address |
Keywords
- Learning analytics
- framework
- feedback
- assessment
- monitoring tool
- serious game
- visualisation
- data mining
- data analysis