David B. Vallett

Cognitive diagnostic like approaches using neural-network analysis of serious educational videogames

There has been an increase in student achievement testing focusing on content and not underlying student cognition. This is of concern as student cognition provided for a more generalizable analysis of learning. Through a cognitive diagnostic approach, the authors model the propagation of cognitive attributes related to science learning using Serious Educational Games. One-way to increase the focus on the cognitive aspects of learning that are additional to content learning is through the use cognitive attribute task-based assessments (Cognitive Diagnostics) using an Artificial Neural Network. Results of this study provide a means to examine underlying cognition which, influences successful task completion within science themed SEGs. Results of this study also suggest it is possible to define, measure, and produce a hierarchical model of latent cognitive attributes using a Q-matrix relating virtual SEGs tasks, which are similar to real-life tasks aiding in the modeling of transference. We model the propagation of cognitive attributes used during Educational Games.We examine the underlying attributes thought to influence successful completion.Neural-Network analysis suggests the presence of hierarchical cognitive attributes.Evaluation of the factors found in matrix Q indicates process similar to real-life.

Social interaction in a virtual environment

Socio-Spatial Interactivity impacted Social Presence in the virtual environment.Social Presence impacted Socio-Spatial Interactivity in the virtual environment.Findings suggest that a positive feedback loop exists between variables. A behavioral observation methodology was employed in this study to examine how social behavior unfolds within a virtual environment and to identify what might perpetuate this behavior. Partial interval recording sampling was used to code social interactions (Socio-Spatial Interactivity and Social Presence) that occurred between experienced World of Warcraft players during their game play. Given the bidirectional nature of social interactions, Socio-Spatial Interactivity and Social Presence variables (Affective Association, Community Cohesion, Interaction Intensity, and Knowledge & Experience) were employed as both dependent and independent variables in two separate sets of regression analyses. Findings suggest that a positive feedback loop exists between Socio-Spatial Interactivity and Social Presence. Based on these findings, the researchers discuss implications for designers and end-users of virtual environments.