Advertisement

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

  • Sobah Abbas PetersenEmail author
  • Manuel Oliveira
  • Kristin Hestetun
  • Anette Østbø Sørensen
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11385)

Abstract

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.

Keywords

Accelerated learning Game-based learning Cognitive skills Workplace learning 

Notes

Acknowledgements

The authors would like to thank the Norwegian Research Council and the project participants from Hydro, Attensi, Cybernetica and SINTEF.

References

  1. 1.
    Morgan, J., Why the Millions We Spend on Employee Engagement Buy Us So Little. Harvard Business Review (2017)Google Scholar
  2. 2.
    De Freitas, S., Oliver, M.: How can exploratory learning with games and simulations within the curriculum be most effectively evaluated? Comput. Educ. 46, 249–264 (2006)CrossRefGoogle Scholar
  3. 3.
    Oliveira, M., Andersen, B., Torvatn, H.: Rapid competence development. In: Wild, F., Lefrere, P., Scott, P. (eds.) Advances in Technology Enhanced Learning. Open University Press, New York (2013)Google Scholar
  4. 4.
    Mayer, I., et al.: The research and evaluation of serious games: toward a comprehensive methodology. Br. J. Educ. Technol. 45(3), 502–527 (2014)CrossRefGoogle Scholar
  5. 5.
    Andrews, D.H., Fitzgerald, P.C.: Accelerating Learning of Competence and Increasing Long-term Learning Retention. U.S. Air Force Research Laboratory, Warfighter Readiness Research Division: Arizona (2010)Google Scholar
  6. 6.
    Meier, D.: The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. McGraw-Hill Education - Europe, New York (2000)Google Scholar
  7. 7.
    Sottilare, R., Goldberg, B.: Designing adaptive computer-based tutoring systems to accelerate learning and facilitate retention. Cognitive Technology 17(1), 19–33 (2012)Google Scholar
  8. 8.
    Serdyukov, P.: Accelerated learning: what is it? J. Res. Innov. Teach. 1(1), 35–59 (2008)Google Scholar
  9. 9.
    Imel, S.: Accelerated learning in adult education and training and development. In: Trends and Issues Alert. Clearinghouse on Adult, Career, and Vocational Education (2002)Google Scholar
  10. 10.
    The guiding principles of accelerated learning. 2016 [cited 2018 8 May]. https://www.hma.co.nz/wp-content/uploads/2016/01/The-guiding-principles-of-accelerated-learning.pdf
  11. 11.
    De Freitas, S., et al.: Learning as immersive experiences: using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. Br. J. Educ. Technol. 41(1), 69–85 (2010)CrossRefGoogle Scholar
  12. 12.
    Bloom, B.S.: Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc., New York (1956)Google Scholar
  13. 13.
    Bamidis, Panagiotis D.: Affective learning: principles, technologies, practice. In: Frasson, C., Kostopoulos, G. (eds.) Brain Function Assessment in Learning. LNCS (LNAI), vol. 10512, pp. 1–13. Springer, Cham (2017).  https://doi.org/10.1007/978-3-319-67615-9_1CrossRefGoogle Scholar
  14. 14.
    Picard, R.W., et al.: Affective learning—a manifesto. BT Technol. J. 22(4), 253–269 (2004)CrossRefGoogle Scholar
  15. 15.
    Vygotsky, L.S.: Mind in Society The Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)Google Scholar
  16. 16.
    Gee, J.P.: Good Video Games + Good Learning. Peter Lang, New York (2008)Google Scholar
  17. 17.
    Griffiths, T., Guile, D.: Pedagogy in work-based contexts. In: Mortimore, P. (ed.) Understanding Pedagogy and its Impact on Learning. Paul Chapman Publishing, London (1999)Google Scholar
  18. 18.
    Kolb, A.Y., Kolb, D.A.: The learning way: meta-cognitive aspects of experiential learning. Simul. Gaming Interdisc. J. 40(3), 297–327 (2009)CrossRefGoogle Scholar
  19. 19.
    Gardner, H.: Frames of Mind: Theory of Multiple Intelligences. Basic Books, New York (1983)Google Scholar
  20. 20.
    Csikszentmihalyi, M.: Flow: The Psychology of Optimal Experience. Harper, New York (1990)Google Scholar
  21. 21.
    Gardner, R.C., Smythe, P.C.: On the development of the attitude/motivation test battery. Can. Mod. Lang. Rev. 37, 510–525 (1981)CrossRefGoogle Scholar
  22. 22.
    Lave, J., Wenger, E.: Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge (1991)CrossRefGoogle Scholar
  23. 23.
    Luckin, R.: Learning, Context and the Role of Technology. Institute of Education, University of London, London (2009)Google Scholar
  24. 24.
    Kolb, D.A.: Experiential Learning: Experience as a Source of Learning and Development. Prentice Hall, New Jersey (1984)Google Scholar
  25. 25.
    Militello, L.G., et al.: Applied Cognitive Task Analysis (ACTA) Methodology. Navy Personnel Research and Development Centre, San Dego (1997)CrossRefGoogle Scholar
  26. 26.
    Petersen, S.A., Oliveira, M.: The use of reflection continuum model to support digital game-based learning for the development of cognitive skills. In: 11th European Conference on Game-Based Learning (ECGBL 2017). 2017: Graz, AustriaGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Sobah Abbas Petersen
    • 1
    Email author
  • Manuel Oliveira
    • 1
  • Kristin Hestetun
    • 2
  • Anette Østbø Sørensen
    • 1
  1. 1.SINTEF DigitalTrondheimNorway
  2. 2.Hydro Primary Metal TechnologiesÅrdalNorway

Personalised recommendations