Aplicação de game learning analytics em um jogo educacional

Abstract

The use of advanced educational technologies to enhance the teaching and learning process has become increasingly relevant. Consequently, the rise in the adoption of games in education, generating a substantial increase in the amount of data and, therefore, the constant search for tools that assist in understanding this data by both teachers and students, has given rise to an emerging field known as Game Learning Analytics (GLA). The actions recorded by these games or gamified platforms, which were previously largely ignored, now, when manipulated and analyzed, generate reports that serve to profile, create pedagogical strategies, and promote improvements in teaching and learning processes. The proposal of this work is to enrich the educational process through the application of GLA in the existing educational game called Lumni, an interactive quiz developed for Software Engineering students. By collecting and analyzing data generated by students’ interactions with the game, the goal is to provide valuable insights through a more visual experience regarding the level of learning for educators and students. To achieve this objective, it was necessary to review the code by implementing improvements, define the indicators and data to be collected, establish the structure of the dashboard, and carry out the implementation and integration of GLA and data visualization. The final product allows users to visualize more detailed data about recorded and answered questions, the ratio of correct and incorrect answers, the average response time, difficulty levels, performance in the game, and availability based on the number of accesses per day of the week, as well as the possibility of filtering by student, topic, or question. Acceptance and usability evaluations demonstrated strong approval of both the game and the dashboard by users. The results highlighted the identification of areas for knowledge improvement, reinforcement of learning on topics covered in class, clarity in interactions, and real-time feedback. The system was considered functional and well-accepted, with positive perceptions in terms of ease of use, integration, consistency, and trust.