Faculty of Computer Science, University of Murcia, 30008 Murcia, Spain.
Playful Journey Lab, Massachusetts Institute of Technology, Cambridge, MA 02139, USA.
Sensors (Basel). 2021 Feb 3;21(4):1025. doi: 10.3390/s21041025.
Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of , a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.
游戏已经成为跨越文化和年龄的最受欢迎的活动之一。有大量证据表明，使用游戏进行学习和评估是有益的。然而，将游戏活动纳入学校课程仍然有限。在课堂上更广泛采用的一些障碍是缺乏可操作的评估数据，教师通常不清楚学生如何与游戏互动，也不清楚游戏玩法是否能带来富有成效的学习。为了解决这一差距，我们试图为教师提供易于解释和操作的序列和流程挖掘指标。更具体地说，我们的工作建立在一个三维几何游戏之上，该游戏旨在衡量几何技能以及其他认知和非认知技能。我们使用在美国学校实施过程中的数据，在一个交互式仪表板中为教师实现两个序列和流程挖掘指标。最终目标是让教师能够理解学生使用的动作序列和常见错误，以便他们更好地理解过程，进行适当的评估，并在适当的时候进行个性化干预。
