RAGE_Pilot1_SPL-SpaceModules

General description:

The data are gathered during an evaluation of the first version of the game Space Modules Incorporated within the RAGE project.

This evaluation investigated the quality of the ecologically valid educational setting (game & debriefing) for acquiring IT helpdesk communication skills. More in particular, the quality of the game was examined by looking at participants’ opinions on the usability, the studyability, and their perceived affordances of the game for acquiring communication skills as IT helpdesk employee (i.e., perceived usefulness for learning). In addition, more objective measurements of participants’ learning progress were gathered via in-game traces (i.e. in-game scores on five variables regarded important in IT helpdesk communication) on two game-sessions.

The main research question is: Does the educational setting with the game (i.e., game & debriefing) lead to learning progress, and by which effort and satisfaction of the learner (task load, motivation)?

In total, 648 students participated, but a far lower number of 172 students completed the first two out of three game sessions. According to the results, the main research question with respect to whether learning gains occurred from the educational setting with the game could be positively answered.

Topic

ACM CSS 2012: Applied computing~Interactive learning environments • Human-centered computing~Usability testing

PsycINFO Classification: 3500 Educational Psychology - 3530 Curriculum & Programs & Teaching Methods; 3550 Academic Learning & Achievement

Name entitites

Organizational information: Open University of the Netherlands

Geographical information: The Netherlands

Time information: March 2017 – December 2017

Types: SPSS-file (version 24)

RAGCS target group: demand side - end-users - adults - vocational school

Evaluation dimensions

Evaluation object: Space Modules Incorporated game

Methodology/design: Pre-post measure of learning effectiveness of debriefing-formats (four conditions) using in-game traces (by session 1 (pre-measure) & session 2 (post-measure).

Evaluation variables: Self-perceived communication knowledge, Usability, Studyability, Task load, Motivation, Communication skills

Instruments: Self-perceived communication knowledge (ICKA, Wilkins et al., 2015); Usability (SUS, Brooke, 1996); Studyability (Nadolski & Hummel, 2017); Task load (NASA-TLX, Hart & Staveland, 1988); Motivation (IMI, Ryan & Deci, 2000); Communication skills (in-game-traces)

Knowledge/skill elements

RAGCS skills: skills - cognitive skills – applying; skills - affective skills - interpersonal

ESCO skills: communicate with customers (http://data.europa.eu/esco/skill/0da516ee-e70e-4384-be13-f5ff80be8127); ICT helpdesk agent; IT helpdesk communication



Relationships: D8.3 First RAGE Evaluation Report

Related dataset: 10.5281/zenodo.2564772

{"references": ["Nadolski, R.J, & van Lankveld, G. (2018). Self-debriefing or teacher-debriefing on a game for learning IT communication skills? In M. Ciussi (Ed.), Proceedings of 12th European Conference on Game-Based Learning (pp. 469-478), Sophia Antipolis, France, October 4-5, 2018."]}