Abstract
Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.
Highlights
The concept of STEM education is an effort to engage students in learning science, technology, engineering, and mathematics that has been recognized as one of the most important learning experiences in schools all around the world (Johnson et al, 2014)
Serious game analytics is defined as a metric that can be implemented through problem definition in training or learning scenarios using statistical models, metrics, skill analysis, and performance improvement and assessment in the use of serious games as essential training tools (Loh et al, 2015)
The conceptual model of APPS-STEM can be used as a guideline for the implementation of learning analytics in serious game development for STEM education
Summary
The concept of STEM education is an effort to engage students in learning science, technology, engineering, and mathematics that has been recognized as one of the most important learning experiences in schools all around the world (Johnson et al, 2014). Studies by Ameerbakhsh et al (2016) and Ceberio et al (2016) found that the use of interactive simulations as one of the serious game genre, in ecological learning and physics has increased effectiveness, allowed learners to interact and engage in simulation more than non-interactive simulation, and helped students learn efficiently and enjoyably These show that serious games are very suitable for use as a teaching tool in STEM education. Serious game analytics is defined as a metric that can be implemented through problem definition in training or learning scenarios using statistical models, metrics, skill analysis, and performance improvement and assessment in the use of serious games as essential training tools (Loh et al, 2015). The conceptual model of APPS-STEM can be used as a guideline for the implementation of learning analytics in serious game development for STEM education
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