Blaine Taylor, Charlotta Hilli, Emmanuel Acquah
This paper presentation introduces preliminary results from a systematic literature review on interactivity in Serious Language Games. Interactivity is a well-researched yet vaguely understood facet of Serious Games (SGs) and Digital Learning Games (DLGs). Interaction is an overused, albeit necessary, term that can take on many different meanings. Here interactivity in Serious Games is understood as three main types of exchanges: intra-exchanges (user and device), inter-exchanges (user and user via device), and supra exchanges (player with environment outside of game involving game content), with the first of these being the focus.
The review aims to provide suggestions on user data collection that will prove helpful to those involved in SLG development and classrooms when analyzed by soft AI. This is done by identifying proper measurement procedures that could be used to evaluate educational content and features, identify optimal interactivity ranges, and the derivation of stakeholder feedback.
A search was conducted of studies between 2010 and 2021 using the PRISMA method and resulted in 2023 results with removed duplicates. The initial search was conducted in Alma in all databases under the education heading. Two phrases were used to perform the search: “interactivity,” “serious games”, “language”; and “interactivity,” digital learning games,” “language.” EbscoHost was also searched for studies using the same phrases. The article titles were scanned, and 225 were selected for further analysis. The selections had to be about a Serious Game or a game repurposed for education, had to measure interactivity as an independent variable with a language relevant skill as a dependent variable, and it must be peer-reviewed. A team of three validated and executed the inclusion criteria on 10% of these results and met over 95% agreement. The included articles were then analyzed in detail upon which results were determined.
The results are expected to show a way in which interactivity in SLGs can be measured with the analysis of collected user data. The research expects to show the optimal range of interactivity in SLGs or means with which it can be determined. It also expects to outline how the collected data on interactivity can provide various kinds of feedback, both for classrooms and developers.
AI in Serious Language Games can support L2 learners and teachers by providing relevant feedback via the analysis of user data to support students’ language learning. In the Nordic countries, learning a second language is specified in the curricula. For students, learning a second language means being able to step on to the global stage to engage in educational, professional, and cultural activities. The standardization of data derived from SLGs would also help enable the creation of more effective augmented learning systems in education. These systems, some of which are already being utilized, would facilitate new possibilities involving lifelong and student-centered learning. Understanding this next step in education is tantamount to understanding the shifting role of educators in the classroom.
AdditionaldescriptionFunded by Högskolestiftelsen i Österbotten
|Period||2 Jun 2022|
|Event title||NERA: Nordic Educational Research Association : Education and involvement in precarious times|