TY - GEN
T1 - Comparison with Self vs Comparison with Others
T2 - 11th International Conference on Games and Learning Alliance, GALA 2022
AU - Gallagher, Timothy
AU - Slof, Bert
AU - van der Schaaf, Marieke
AU - Toyoda, Ryo
AU - Tehreem, Yusra
AU - Fracaro, Sofia Garcia
AU - Kester, Liesbeth
N1 - Funding Information:
This project has received funding from the European Union’s EU Framework Programme for Research and Innovation Horizon 2020 under Grant Agreement No 812716. This publication reflects only the authors’ view exempting the community from any liability. Project website: https://charming-etn.eu/.
Funding Information:
Acknowledgements. This project has received funding from the European Union’s EU Frame-work Programme for Research and Innovation Horizon 2020 under Grant Agreement No 812716. This publication reflects only the authors’ view exempting the community from any liability. Project website: https://charming-etn.eu/.
Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022/11/23
Y1 - 2022/11/23
N2 - This study uses log-file data to investigates how chemical process plant employees interact and engage with two distinct learning analytics dashboard designs, which are implemented in a virtual reality simulation-based training environment. The learning analytics dashboard designs differ by reference frame: the progress reference frame, offers historical performance data as a point of comparison and the social reference frame offers aggregated average peer group performance data as a point of comparison. Results show that participants who receive a progress reference frame are likely to spend less time reviewing their dashboard than those who receive a social reference. However, those who receive a progress reference frame are more likely to spend more time reviewing detailed task feedback and engaging with the learning analytics dashboard.
AB - This study uses log-file data to investigates how chemical process plant employees interact and engage with two distinct learning analytics dashboard designs, which are implemented in a virtual reality simulation-based training environment. The learning analytics dashboard designs differ by reference frame: the progress reference frame, offers historical performance data as a point of comparison and the social reference frame offers aggregated average peer group performance data as a point of comparison. Results show that participants who receive a progress reference frame are likely to spend less time reviewing their dashboard than those who receive a social reference. However, those who receive a progress reference frame are more likely to spend more time reviewing detailed task feedback and engaging with the learning analytics dashboard.
KW - Learning analytics dashboard
KW - Social comparison
KW - Virtual reality simulation-based training
UR - https://www.scopus.com/pages/publications/85144390157
U2 - 10.1007/978-3-031-22124-8_2
DO - 10.1007/978-3-031-22124-8_2
M3 - Conference contribution
AN - SCOPUS:85144390157
SN - 978-3-031-22123-1
T3 - Lecture Notes in Computer Science
SP - 11
EP - 21
BT - Games and Learning Alliance
A2 - Kiili, Kristian
A2 - Antti, Koskinen
A2 - de Rosa, Francesca
A2 - Dindar, Muhterem
A2 - Kickmeier-Rust, Michael
A2 - Bellotti, Francesco
PB - Springer
CY - Cham
Y2 - 30 November 2022 through 2 December 2022
ER -