Erica Kleinman
UC Santa Cruz, Santa Cruz, California, United States
Adaptation, or ability and willingness to consider an alternative approach, is a critical component of learning through reflection, especially in educational games, where there are often multiple avenues to success. As a domain, educational games have shown increased interest in using retrospective visualizations to promote and support reflection. Such visualizations, which can facilitate comparison with peer data, may also have an impact on adaptation in educational games. This has, however, not been empirically examined within the domain. In this work, we examine how comparison with other players' data influenced adaptation, a part of reflection, in the context of a game that teaches parallel programming. Our results indicate that comparison with peers does significantly impact willingness to try a different approach, but suggest that there may also be other ways. We discuss what these results mean for future use of retrospective visualizations in educational games and present opportunities for future work.
https://doi.org/10.1145/3544548.3580664
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2023.acm.org/)