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Analyzing iterative training game design: A multi-method postmortem analysis of CYCLES Training Center and CYCLES Carnivale

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McKernan, Brian
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Martey, Rosa M.
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Stromer-Galley, Jennifer
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Saulnier, Emilie T.
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McLaren, Elizabeth
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Rhodes, Matthew G.
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Folkestad, James E.
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Taylor, Sarah M.
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Kenski, Kate
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Genre
Journal article
Date
2018-08-10
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Media Studies and Production
Subject
Quantitative
 Video games
 Training
 Learning
 Game design
 Post mortem
 Cognitive biases
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http://hdl.handle.net/20.500.12613/9001
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Shaw-JournalArticle-2018-08-10.pdf
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https://doi.org/10.3390/mti2030046
Abstract
That games can be used to teach specific content has been demonstrated numerous times. However, although specific game features have been conjectured to have an impact on learning outcomes, little empirical research exists on the impact of iterative design on learning outcomes. This article analyzes two games that have been developed to train an adult audience to recognize and avoid relying on six cognitive biases (three per game) in their decision making. The games were developed iteratively and were evaluated through a series of experiments. Although the experimental manipulations did not find a significant impact of the manipulated game features on the learning outcomes, each game iteration proved more successful than its predecessors at training players. Here, we outline a mixed-methods approach to postmortem game design analysis that helps us understand what might account for the improvement across games, and to identify new variables for future experimental training game studies.
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Citation
Shaw, A., McKernan, B., Martey, R., Stromer-Galley, J., Saulnier, E., McLaren, E., Rhodes, M., Folkestad, J., Taylor, S., Kenski, K., Clegg, B., & Strzalkowski, T. (2018). Analyzing iterative training game design: A multi-method postmortem analysis of CYCLES Training Center and CYCLES Carnivale. Multimodal Technologies and Interaction, 2(3). https://doi.org/10.3390/mti2030046
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Multimodal Technologies and Interaction, Vol. 2, No. 3
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