ERIC Number: EJ1155731
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source
Dunbar, Norah E.; Jensen, Matthew L.; Miller, Claude H.; Bessarabova, Elena; Lee, Yu-Hao; Wilson, Scott N.; Elizondo, Javier; Adame, Bradley J.; Valacich, Joseph; Straub, Sara; Burgoon, Judee K.; Lane, Brianna; Piercy, Cameron W.; Wilson, David; King, Shawn; Vincent, Cindy; Schuetzler, Ryan M.
International Journal of Game-Based Learning, v7 n4 p86-100 2017
One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback,and computer-generated feedback was more effective than feedback from other players.
Descriptors: Feedback (Response), Video Games, Educational Technology, Technology Uses in Education, Teaching Methods, Educational Games, Video Technology, Professional Training, Comparative Analysis, Bias, Cognitive Processes, Hypothesis Testing, College Students, Time, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A