The effect of self-reflection on information usage and information literacy in a digital serious game

Abstract

In crisis management decision-making, decision-makers have to combine (limited) situational information with their own experience. Whereas traditional, analog training of decision-making situations in crisis management costs considerable time and effort, digital serious games can be used as more accessible training environments to offer additional training moments. Another advantage is that digital games offer new didactic opportunities, such as inducing specific reflection from the trainees. This study examines the effect of self-reflection through social comparison on information usage and information literacy of players of a digital serious game for crisis management decision-making training. In an experiment, data was collected from 73 participants, 47 were eligible for further analysis, split over two conditions. Participants played two gameplay scenarios in fixed order. Participants in the experimental condition, between the two scenarios, saw a dashboard displaying their own as well as previous players’ in-game behavior up to that point. Participants in the control condition received no intervention between playing the two scenarios. Overall, participants in the experimental condition used significantly more information from more different sources, and compared to the control condition they kept taking significantly more time to decide in the second scenario. No significant between-condition differences regarding information literacy were found. Results indicate that in-game behavior can be (positively) influenced by letting players self-reflect on their own in-game behavior through social comparison. Results also suggest that the dashboard should display more specific information of players’ in-game behavior, providing guidance on what to improve, rather than simply offering a broad overview.