A Systematic Literature Review of Empirical Studies on Learning Analytics in Educational Games

• Ahmed Tlili ^[7] ; Maiga Chang ^[1] ; Jewoong Moon ^[2] ; Zhichun Liu ^[3] ; Daniel Burgos ^[4] ; Nian-Shing Chen ^[5] ; Kinshuk ^[6]
  1. [1] Athabasca University

     Athabasca University

     Canadá

     
  2. [2] Florida State University

     Florida State University

     Estados Unidos

     
  3. [3] University of Massachusetts Dartmouth

     University of Massachusetts Dartmouth

     City of New Bedford, Estados Unidos

     
  4. [4] Universidad Internacional de La Rioja

     Universidad Internacional de La Rioja

     Logroño, España

     
  5. [5] National Yunlin University of Science and Technology

     National Yunlin University of Science and Technology

     Douliu City, Taiwán

     
  6. [6] University of North Texas

     University of North Texas

     Estados Unidos

     
  7. [7] Smart Learning Institute of Beijing Normal University, Beijing (China)

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• Localización: IJIMAI, ISSN-e 1989-1660, Vol. 7, Nº. 2, 2021, págs. 250-261
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • Learning analytics (LA) in educational games is considered an emerging practice due to its potential of enhancing the learning process. Growing research on formative assessment has shed light on the ways in which students' meaningful and in-situ learning experiences can be supported through educational games. To understand learners' playful experiences during gameplay, researchers have applied LA, which focuses on understanding students' in-game behaviour trajectories and personal learning needs during play. However, there is a lack of studies exploring how further research on LA in educational games can be conducted. Only a few analyses have discussed how LA has been designed, integrated, and implemented in educational games. Accordingly, this systematic literature review examined how LA in educational games has evolved. The study findings suggest that: (1) there is an increasing need to consider factors such as student modelling, iterative game design and personalisation when designing and implementing LA through educational games; and (2) the use of LA creates several challenges from technical, data management and ethical perspectives. In addition to outlining these findings, this article offers important notes for practitioners, and discusses the implications of the study’s results.