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1. Exploring the Relationships Among Middle School Students’ Peer Interactions, Task Efficiency, and Learning Engagement in Game-Based Learning

   https://doi.org/10.1177/1046878120907940  

   Moon, Jewoong ; Ke, Fengfeng ( March 2020 , Simulation & Gaming)

   Background. Middle school students’ math anxiety and low engagement have been major issues in math education. In order to reduce their anxiety and support their math learning, game-based learning (GBL) has been implemented. GBL research has underscored the role of social dynamics to facilitate a qualitative understanding of students’ knowledge. Whereas students’ peer interactions have been deemed a social dynamic, the relationships among peer interaction, task efficiency, and learning engagement were not well understood in previous empirical studies.

   Method. This mixed-method research implemented E-Rebuild, which is a 3D architecture game designed to promote students’ math problem-solving skills. We collected a total of 102 50-minutes gameplay sessions performed by 32 middle school students. Using video-captured and screen-recorded gameplaying sessions, we implemented behavior observations to measure students’ peer interaction efficiency, task efficiency, and learning engagement. We used association analyses, sequential analysis, and thematic analysis to explain how peer interaction promoted students’ task efficiency and learning engagement.

   Results. Students’ peer interactions were negatively related to task efficiency and learning engagement. There were also different gameplay patterns by students’ learning/task-relevant peer-interaction efficiency (PIE) level. Students in the low PIE group tended to progress through game tasks more efficiently than those in the high PIEmore »group. The results of qualitative thematic analysis suggested that the students in the low PIE group showed more reflections on game-based mathematical problem solving, whereas those with high PIE experienced distractions during gameplay.

   Discussion. This study confirmed that students’ peer interactions without purposeful and knowledge-constructive collaborations led to their low task efficiency, as well as low learning engagement. The study finding shows further design implications: (1) providing in-game prompts to stimulate students’ math-related discussions and (2) developing collaboration contexts that legitimize students’ interpersonal knowledge exchanges with peers.

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2. Adaptive Agent Architecture for Real-time Human-Agent Teaming

   Ni, T. ( January 2021 , AAAI Workshop on Plan, Activity, and Intent Recognition)

   Teamwork is a set of interrelated reasoning, actions and behaviors of team members that facilitate common objectives. Teamwork theory and experiments have resulted in a set of states and processes for team effectiveness in both human-human and agent-agent teams. However, human-agent teaming is less well studied because it is so new and involves asymmetry in policy and intent not present in human teams. To optimize team performance in human-agent teaming, it is critical that agents infer human intent and adapt their polices for smooth coordination. Most literature in human-agent teaming builds agents referencing a learned human model. Though these agents are guaranteed to perform well with the learned model, they lay heavy assumptions on human policy such as optimality and consistency, which is unlikely in many real-world scenarios. In this paper, we propose a novel adaptive agent architecture in human-model-free setting on a two-player cooperative game, namely Team Space Fortress (TSF). Previous human-human team research have shown complementary policies in TSF game and diversity in human players’ skill, which encourages us to relax the assumptions on human policy. Therefore, we discard learning human models from human data, and instead use an adaptation strategy on a pre-trained library of exemplar policiesmore »composed of RL algorithms or rule-based methods with minimal assumptions of human behavior. The adaptation strategy relies on a novel similarity metric to infer human policy and then selects the most complementary policy in our library to maximize the team performance. The adaptive agent architecture can be deployed in real-time and generalize to any off-the-shelf static agents. We conducted human-agent experiments to evaluate the proposed adaptive agent framework, and demonstrated the suboptimality, diversity, and adaptability of human policies in human-agent teams.« less
3. Examining Gaze Behaviors and Metacognitive Judgments of Informational Text Within Game-Based Learning Environments

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

   Abstract. Game-based learning environments (GBLEs) are often criticized for not offering adequate support for students when learning and problem solving within these environments. A key aspect of GBLEs is the verbal representation of information such as text. This study examined learners’ metacognitive judgments of informational text (e.g., books and articles) through eye gaze behaviors within CRYSTAL ISLAND (CI). Ninety-one undergraduate students interacted with game elements during problem-solving in CI, a GBLE focused on facilitating the development of self-regulated learning (SRL) skills and domain-specific knowledge in microbiology. The results suggest engaging with informational text along with other goal-directed actions (actions needed to achieve the end goal) are large components of time spent within CI. Our findings revealed goal-directed actions, specifically reading informational texts, were significant predictors of participants’ proportional learning gains (PLGs) after problem solving with CI. Additionally, we found significant differences in PLGs where participants who spent a greater time fixating and reengaging with goal- relevant text within the environment demonstrated greater proportional learning after problem solving in CI.
4. Modeling Player Engagement with Bayesian Hierarchical Models

   Sawyer, R. ; Rowe, J. ; Azevedo, R. ; Lester, J. ( January 2018 , Proceedings of the Fourteenth AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment)

   Modeling player engagement is a key challenge in games. However, the gameplay signatures of engaged players can be highly context-sensitive, varying based on where the game is used or what population of players is using it. Traditionally, models of player engagement are investigated in a particular context, and it is unclear how effectively these models generalize to other settings and populations. In this work, we investigate a Bayesian hierarchical linear model for multi-task learning to devise a model of player engagement from a pair of datasets that were gathered in two complementary contexts: a Classroom Study with middle school students and a Laboratory Study with undergraduate students. Both groups of players used similar versions of Crystal Island, an educational interactive narrative game for science learning. Results indicate that the Bayesian hierarchical model outperforms both pooled and context-specific models in cross-validation measures of predicting player motivation from in-game behaviors, particularly for the smaller Classroom Study group. Further, we find that the posterior distributions of model parameters indicate that the coefficient for a measure of gameplay performance significantly differs between groups. Drawing upon their capacity to share information across groups, hierarchical Bayesian methods provide an effective approach for modeling player engagement withmore »data from similar, but different, contexts.« less
5. Developing Deliberate Practice for Learning Engineering Dynamics by Analyzing Students’ Mental Models

   Tang, Yan ; Bai, Haiyan ; Catrambone, Richard ( June 2022 , ASEE annual conference exposition)

   Practice plays a critical role in learning engineering dynamics. Typical practice in a dynamics course involves solving textbook problems. These problems can impose great cognitive load on underprepared students because they have not mastered constituent knowledge and skills required for solving whole problems. For these students, learning can be improved by being engaged in deliberate practice. Deliberate practice refers to a type of practice aimed at improving specific constituent knowledge or skills. Compared to solving whole problems requiring the simultaneous use of multiple constituent skills, deliberate practice is usually focused on one component skill at a time, which results in less cognitive load and more specificity. Contemporary theories of expertise development have highlighted the influence of deliberate practice (DP) on achieving exceptional performance in sports, music, and various professional fields. Concurrently, there is an emerging method for improving learning efficiency of novices by combining deliberate practice with cognitive load theory (CLT), a cognitive-architecture-based theory for instructional design. Mechanics is a foundation for most branches of engineering. It serves to develop problem-solving skills and consolidate understanding of other subjects, such as applied mathematics and physics. Mechanics has been a challenging subject. Students need to understand governing principles to gain conceptual knowledgemore »and acquire procedural knowledge to apply these principles to solve problems. Due to the difficulty in developing conceptual and procedural knowledge, mechanics courses are among those that receive high DFW rates (percentage of students receiving a grade of D or F or Withdrawing from a course), and students are more likely to leave engineering after taking mechanics courses. Deliberate practice can help novices develop good representations of the knowledge needed to produce superior problem solving performance. The goal of the present study is to develop deliberate practice techniques to improve learning effectiveness and to reduce cognitive load. Our pilot study results revealed that the student mental effort scores were negatively correlated with their knowledge test scores with r = -.29 (p < .05) after using deliberate practice strategies. This supports the claim that deliberate practice can improve student learning while reducing cognitive load. In addition, the higher the students’ knowledge test scores, the lower their mental effort was when taking the tests. In other words, the students who used deliberate practice strategies had better learning results with less cognitive load. To design deliberate practice, we often need to analyze students’ persistent problems caused by faulty mental models, also referred to as an intuitive mental model, and misconceptions. In this study, we continue to conduct an in-depth diagnostic process to identify students’ common mistakes and associated intuitive mental models. We then use the results to develop deliberate practice problems aimed at changing students’ cognitive strategies and mental models.« less