Bead Loom Game Effective Practices in Game Tutorial

Bead. Loom Game: Effective Practices in Game Tutorial Systems AMY SHANNON GAMES + LEARNING LAB WITH CHITRA GADWAL, ACEY BOYCE, AND DR. TIFFANY BARNES

The Problem: The Problem Evolution of BLG HOW TO DESIGN AN EFFECTIVE GAME TUTORIAL? Method Results Conclusion

The First Great Debate: Feedback Cognitive Affective

The First Great Debate �Cognitive Feedback More effective for learning improvement Does not address self-efficacy “Right” “Do this instead” “Wrong” �Affective Feedback Increases confidence and motivation “Good Job” “You can do it!” “Try again”

The First Debate: RESOLVED Positive Cognitive Feedback �“Correct!” �“Right, but…” Even if the student is wrong!

The Second Great Debate: Learning Strategy Guided Free Play

The Second Great Debate Guided Learning Free-Play Learning Exploratory On-task Set individual pace

The Second Debate: RESOLVED? �Extended Process of Trial and Error �Using the Bead. Loom Game

What is Bead. Loom Game (BLG)? �Designed to teach: Cartesian coordinates Graphing Layering Iteration �Goal: recreate puzzle fewest number of moves use graphing tools �Custom Puzzle Mode �Based on Native American culture

Evolution of BLG Tutorial The Problem Evolution of BLG RESOLVING THE DEBATE Method Results Conclusion

Evolution of BLG Tutorial Free-Play Only How to Play New Tutorial System • Positive cognitive feedback • Guided learning THEN freeplay for each tutorial • Short bursts of information Guided Only

BLG Tutorial System

Method The Problem Evolution of BLG TESTED TUTORIALS AT OUR MIDDLE SCHOOL SUMMER CAMP Method Results Conclusion

Method �Pre-test Play tutorials Play full game and custom puzzle mode �Post-test �All moves and scores logged during game play Sample test questions? image

Results The Problem Evolution of BLG HOW EFFECTIVE WAS OUR TUTORIAL SYSTEM? Method Results Conclusion

Results Test Score 12 10 8 6 Pre Test 4 Post Test 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Student ID � Students performed significantly better! t(15) = 7. 92, p <. 001, d =. 87, on the post test (M = 7. 02, SD = 2. 95) than on the pretest (M =4. 60, SD = 2. 60).

Conclusion The Problem WHAT DID WE LEARN FROM OUR DESIGN CHOICES? FUTURE WORK WHY IT MATTERED Evolution of BLG Method Results Conclusion

Conclusions �Transfer of Information: Short bursts of information Use visual cues rather than text � Avoid Pop-Ups �Provision of Feedback: Individualized for students Immediately provided Positive cognitive feedback �Learning Strategy: Guided THEN Free-Play for each tutorial level

Future Work ? 1. Implement study to determine effectiveness of pop-ups. 2. Require ideal solution for tutorial completion.

References and Acknowledgements For Full References, Visit reusummer 2012. weebly. com 1. Acey Boyce and Tiffany Barnes. 2010. Bead. Loom Game: using game elements to increase motivation and learning. 2. Boyer, Phillips, Wallis, Vouk, Lester. 2008. Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue. Gratitude is expressed to: Games + Learning Lab, University of North Carolina at Charlotte www. game 2 learn. com

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