Applying Learning Analytics to Detect Sequences of Actions and Common Errors in a Geometry Game

• Published in: Sensors (Basel, Switzerland) Vol. 21; no. 4; p. 1025
• Main Authors: Gomez, Manuel J, Ruipérez-Valiente, José A, Martínez, Pedro A, Kim, Yoon Jeon
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI 03.02.2021; MDPI AG
• Subjects: educational games; game-based assessment; learning analytics; sequence mining; visualization dashboard; educational games; visualization dashboard; game-based assessment; learning analytics; sequence mining
• ISSN: 1424-8220; 1424-8220
• DOI: 10.3390/s21041025

Games have become one of the most popular activities across cultures and ages. There is ample evidence that supports the benefits of using games for learning and assessment. However, incorporating game activities as part of the curriculum in schools remains limited. Some of the barriers for broader adoption in classrooms is the lack of actionable assessment data, the fact that teachers often do not have a clear sense of how students are interacting with the game, and it is unclear if the gameplay is leading to productive learning. To address this gap, we seek to provide sequence and process mining metrics to teachers that are easily interpretable and actionable. More specifically, we build our work on top of , a three-dimensional geometry game that has been developed to measure geometry skills as well other cognitive and noncognitive skills. We use data from its implementation across schools in the U.S. to implement two sequence and process mining metrics in an interactive dashboard for teachers. The final objective is to facilitate that teachers can understand the sequence of actions and common errors of students using so they can better understand the process, make proper assessment, and conduct personalized interventions when appropriate.