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Using Information Visualization to Promote Students' Reflection on "Gaming the System"

on YouTube 15m
Talkat Learning at Scale 2020 · 2020-08-12..08-14· [data-visualization]

speakers

name:Meng Xia
links:none on file
name:Yuya Asano
links:none on file
name:Joseph Jay Williams
links:none on file
name:Huamin Qu
links:none on file
name:Xiaojuan Ma
links:none on file

resources

video:https://youtu.be/fPVk0GEr2QQ
slides:none on file

summary

Identifies three common gaming contexts (busy, frustrated by hard problems, deeming concepts unimportant) and co-designs three context-specific persuasive visualizations that encode reasons not to game; prototypes use submission-timeline bars, attempt-summary heatmaps, and prerequisite mastery graphs and deploys them in a programming course with 205 students split into three experimental and one control group. Embedded surveys and interviews show reflection increases and reduced gaming in two conditions compared with baselines, and the paper reports practical deployment trade-offs and design heuristics.

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chapters (18)

  1. 0:00Intro
  2. 0:29"Gaming the system" Students exploit properties and regularities of the learning system, rather than
  3. 0:54Universality and Consequences
  4. 1:09Previous solutions
  5. 1:32Research gap
  6. 3:13Research questions
  7. 3:40Contexts of gaming and its negative consequences on learning Method: semi-structured interviews
  8. 3:51Contexts in which students would game
  9. 4:40Results of RQ1 - Instructors' reasons for not gaming
  10. 5:48Encoding reasons not to game into reflective nudges
  11. 6:32Design goals
  12. 6:50Time on problem
  13. 7:43Number of attempts
  14. 8:14Prerequisites graph
  15. 8:45Design consideration for reflective nudge in online learning
  16. 10:14Results - Questionnaires & Interviews
  17. 11:09Results of RQ3 - Design considerations for reflective nudges in online learning • Color is effective for alert and highlighting information
  18. 12:50Results of R3 - Potential gaming reduction

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