ALF - A Framework for Evaluating Accelerated Learning and Cognitive Skills Development in Industry Through Games

Games have long been considered as a means to support effective learning, motivate learners and accelerate their learning. Several successful studies using game-based learning are reported in the literature. However, there appears to be a research gap on systematically evaluating accelerated learning in game environments. The main research question we address in this paper is how can we evaluate accelerated learning in game-based learning environments? The main contribution of this paper will be a framework for evaluating accelerated learning in games (ALF). We will illustrate the use of this framework by describing studies conducted in the Norwegian industrial project ALTT (Accelerate Learning Through Technology), aimed at capacity building in the aluminium industry, where we have co-designed a game for accelerating learning about the electrolysis process for extracting aluminium and heat balance in the aluminium production cells.

[1]  Alexandra Poulovassilis,et al.  Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world , 2010, Br. J. Educ. Technol..

[2]  Dee H. Andrews,et al.  Accelerating Learning of Competence and Increasing Long-Term Learning Retention , 2010 .

[3]  Panagiotis D. Bamidis,et al.  Affective Learning: Principles, Technologies, Practice , 2017, BFAL.

[4]  Geertje Bekebrede,et al.  The research and evaluation of serious games: Toward a comprehensive methodology , 2014, Br. J. Educ. Technol..

[5]  B. Bloom,et al.  Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , 1966 .

[6]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[7]  K. Thompson.  Cognitive and Analytical Psychology Howard Gardner .Frames of Mind: The Theory of Multiple Intelligences. New York, Basic Books, 1983. , 1985 .

[8]  Rosemary Luckin,et al.  Learning, Context and the Role of Technology , 2009 .

[9]  David Guile,et al.  Pedagogy in Work-Based Contexts , 1999 .

[10]  Robert C. Gardner,et al.  On the Development of the Attitude/Motivation Test Battery , 1981 .

[11]  Susan Imel.  Accelerated Learning in Adult Education and Training and Development. Trends and Issues Alert. , 2002 .

[12]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[13]  Cynthia Breazeal,et al.  Affective Learning — A Manifesto , 2004 .

[14]  D. Kolb,et al.  The Learning Way , 2009, The Oxford Handbook of Lifelong Learning, Second Edition.

[15]  Sobah Abbas Petersen,et al.  Reflection Continuum Model for Supporting Reflection and Game-Based Learning at the Workplace , 2017, JCSG.

[16]  Martin Oliver,et al.  How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? , 2006, Comput. Educ..