Gaming Technology for Critical Thinking: Engagement, Usability, and Measurement

This study involves four panelists which are all involved in a game research program. The first panelist focused on discussing an approach to user testing in game development which can be applied to a variety of contexts. The second panelist focused on discussing the critical thinking measures and the development through taking tests. The third panelist described the methods used in game experimentation research. The final panelist described the efforts needed to develop measures of engagement and cognitive workload. The objective of the panels is to support the extensive work that is needed to do a virtual and simulated environment in order to improve one’s critical thinking capacity.

Each of these projects has emphasized the training on critical thinking skills. The study focused on what game variables improve learning, how user testing approaches improve game development and implementation, how to measure learning and enhance the transfer of training, and what the effective measures of engagement are.

Mary M. Quinn focused on Playtesting for Usability, where thorough playtesting can identify the elements of the game the game that have potential to impact learning both positively, which can be the interesting story line, or negatively, which can be the inability to navigate the avatar desired.

Playtesting feedback allows the developers to improve the game and to enhance the learning qualities whilst removing possible distractions in the game that may affect the game as a teaching device.

Benjamin A. Clegg focused on developing bias measure instruments, where instruments were established to index the various forms of cognitive bias outside of training games.

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The researcher emphasized the range of challenges, including the question of how to measure a cognitive bias, issues with developing items of sufficient sensitivity, and the evidence of multidimensional nature of the constructs.

Robert R. Hoffman paid attention to the transfer of learning in serious games, where he developed an applicable methodology that satisfies the requirements of thorough experimental design and recognizes the lessons learned in the fields of learning and training.

Finally, Elizabeth Veinott described the measures of cognitive load and engagement in serious games where the researchers emphasized that effective learning environments can engage the learner, thus promoting a better practice which can result to improvement of training outcomes. According to Veinnot (2013) over the past three years, they have used several different subjective and objective measures in an effort to understand engagement, predict learning, and evaluate their video game environment.

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Gaming Technology for Critical Thinking: Engagement, Usability, and Measurement. (2021, Feb 10). Retrieved from

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