More Like this

1. Autonomy and Types of Informational Text Presentations in Game-Based Learning Environments

   Denver, Daryn ; Azevedo, Roger ( January 2019 , International Conference on Artificial Intelligence in Education)

   Abstract. Game-based learning environments (GBLEs) are being increasingly utilized in education and training to enhance and encourage engagement and learning. This study investigated how students, who were afforded varying levels of autonomy, interacted with two types of informational text presentations (e.g., non-player character (NPC) instances, traditional informational text) while problem solving with CRYSTAL ISLAND (CI), a GBLE, and their effect on overall learning by examining eye-tracking and performance data. Ninety undergraduate students were randomly assigned to two conditions, full and partial agency, which varied in the amount of autonomy students were granted to explore CI and interactive game elements (i.e., reading informational text, scanning food items). Within CI, informational text is presented in a traditional format, where there are large chunks of text presented at a single time represented as books and research articles, as well as in the form of participant conversation with NPCs throughout the environment. Results indicated significantly greater proportional learning gain (PLG) for participants in the partial agency condition than in the full agency condition. Additionally, longer participant fixations on traditionally presented informational text positively predicted participant PLG. Fixation durations were significantly longer in the partial agency condition than the full agency condition. However, the combinationmore »of visual and verbal text represented by NPCs were not significant predictors of PLGs and do not differ across conditions.« less
2. Capturing Sequences of Learners' Self-Regulatory Interactions With Instructional Material During Game-Based Learning Using Auto-Recurrence Quantification Analysis

   https://doi.org/10.3389/fpsyg.2022.813677  

   Dever, Daryn A. ; Amon, Mary Jean ; Vrzáková, Hana ; Wiedbusch, Megan D. ; Cloude, Elizabeth B. ; Azevedo, Roger ( May 2022 , Frontiers in Psychology)

   Undergraduate students ( N = 82) learned about microbiology with Crystal Island, a game-based learning environment (GBLE), which required participants to interact with instructional materials (i.e., books and research articles, non-player character [NPC] dialogue, posters) spread throughout the game. Participants were randomly assigned to one of two conditions: full agency , where they had complete control over their actions, and partial agency , where they were required to complete an ordered play-through of Crystal Island. As participants learned with Crystal Island, log-file and eye-tracking time series data were collected to pinpoint instances when participants interacted with instructional materials. Hierarchical linear growth models indicated relationships between eye gaze dwell time and (1) the type of representation a learner gathered information from (i.e., large sections of text, poster, or dialogue); (2) the ability of the learner to distinguish relevant from irrelevant information; (3) learning gains; and (4) agency. Auto-recurrence quantification analysis (aRQA) revealed the degree to which repetitive sequences of interactions with instructional material were random or predictable. Through hierarchical modeling, analyses suggested that greater dwell times and learning gains were associated with more predictable sequences of interaction with instructional materials. Results from hierarchical clustering found that participants with restricted agency andmore »more recurrent action sequences had greater learning gains. Implications are provided for how learning unfolds over learners' time in game using a non-linear dynamical systems analysis and the extent to which it can be supported within GBLEs to design advanced learning technologies to scaffold self-regulation during game play.« less
3. Neural efficiency and spatial task difficulty: A road forward to mapping students’ neural engagement in spatial cognition

   Snowden, Ariel W. ; Warren, Christopher M. ; Goodridge, Wade ; Fang, Ning ( January 2021 , Engineering design graphics journal)

   The current study examined the neural correlates of spatial rotation in eight engineering undergraduates. Mastering engineering graphics requires students to mentally visualize in 3D and mentally rotate parts when developing 2D drawings. Students’ spatial rotation skills play a significant role in learning and mastering engineering graphics. Traditionally, the assessment of students’ spatial skills involves no measurements of neural activity during student performance of spatial rotation tasks. We used electroencephalography (EEG) to record neural activity while students performed the Revised Purdue Spatial Visualization Test: Visualization of Rotations (Revised PSVT:R). The two main objectives were to 1) determine whether high versus low performers on the Revised PSVT:R show differences in EEG oscillations and 2) identify EEG oscillatory frequency bands sensitive to item difficulty on the Revised PSVT:R.  Overall performance on the Revised PSVT:R determined whether participants were considered high or low performers: students scoring 90% or higher were considered high performers (5 students), whereas students scoring under 90% were considered low performers (3 students). Time-frequency analysis of the EEG data quantified power in several oscillatory frequency bands (alpha, beta, theta, gamma, delta) for comparison between low and high performers, as well as between difficulty levels of the spatial rotation problems.   Although wemore »did not find any significant effects of performance type (high, low) on EEG power, we observed a trend in reduced absolute delta and gamma power for hard problems relative to easier problems. Decreases in delta power have been reported elsewhere for difficult relative to easy arithmetic calculations, and attributed to greater external attention (e.g., attention to the stimuli/numbers), and consequently, reduced internal attention (e.g., mentally performing the calculation). In the current task, a total of three spatial objects are presented. An example rotation stimulus is presented, showing a spatial object before and after rotation. A target stimulus, or spatial object before rotation is then displayed. Students must choose one of five stimuli (multiple choice options) that indicates the correct representation of the object after rotation. Reduced delta power in the current task implies that students showed greater attention to the example and target stimuli for the hard problem, relative to the moderate and easy problems. Therefore, preliminary findings suggest that students are less efficient at encoding the target stimuli (external attention) prior to mental rotation (internal attention) when task difficulty increases.  Our findings indicate that delta power may be used to identify spatial rotation items that are especially challenging for students. We may then determine the efficacy of spatial rotation interventions among engineering education students, using delta power as an index for increases in internal attention (e.g., increased delta power). Further, in future work, we will also use eye-tracking to assess whether our intervention decreases eye fixation (e.g., time spent viewing) toward the target stimulus on the Revised PSVT:R. By simultaneously using EEG and eye-tracking, we may identify changes in internal attention and encoding of the target stimuli that are predictive of improvements in spatial rotation skills among engineering education students. « less
4. Individual Hearing Outcomes in Cochlear Implant Users Influence Social Engagement and Listening Behavior in Everyday Life

   https://doi.org/10.1044/2021_JSLHR-21-00249  

   O'Neill, Erin R. ; Basile, John D. ; Nelson, Peggy ( December 2021 , Journal of Speech, Language, and Hearing Research)

   Purpose: The goal of this study was to assess the listening behavior and social engagement of cochlear implant (CI) users and normal-hearing (NH) adults in daily life and relate these actions to objective hearing outcomes. Method: Ecological momentary assessments (EMAs) collected using a smartphone app were used to probe patterns of listening behavior in CI users and age-matched NH adults to detect differences in social engagement and listening behavior in daily life. Participants completed very short surveys every 2 hr to provide snapshots of typical, everyday listening and socializing, as well as longer, reflective surveys at the end of the day to assess listening strategies and coping behavior. Speech perception testing, with accompanying ratings of task difficulty, was also performed in a lab setting to uncover possible correlations between objective and subjective listening behavior. Results: Comparisons between speech intelligibility testing and EMA responses showed poorer performing CI users spending more time at home and less time conversing with others than higher performing CI users and their NH peers. Perception of listening difficulty was also very different for CI users and NH listeners, with CI users reporting little difficulty despite poor speech perception performance. However, both CI users and NH listenersmore »spent most of their time in listening environments they considered “not difficult.” CI users also reported using several compensatory listening strategies, such as visual cues, whereas NH listeners did not. Conclusion: Overall, the data indicate systematic differences between how individual CI users and NH adults navigate and manipulate listening and social environments in everyday life.« less
5. Patterns of Using Multimodal External Representations in Digital Game-Based Learning

   https://doi.org/10.1177/07356331221087771  

   Pan, Yanjun ; Ke, Fengfeng ; Dai, Chih-Pu ( January 2022 , Journal of Educational Computing Research)

   Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process.