OVERVIEW

·

IN DEPTH

·

INSIGHTS

·

Image of mind map for learn loop
Image of mind map for learn loop

LEARN LOOP

LEARN LOOP

DESCRIPTION

DESCRIPTION

The learning process that players’ brains do when receiving information to map interaction between this loop and the game loop. It is about the learning journey and enagement from the player to the game.

The learning process that players’ brains do when receiving information to map interaction between this loop and the game loop. It is about the learning journey and enagement from the player to the game.

TOOLS

TOOLS

Experimental design, Neuroscience papers, interviews, keypad tracking, surveys, statistic analysis and player recordings.

Experimental design, Neuroscience papers, interviews, keypad tracking, surveys, statistic analysis and player recordings.

CHALLENGE

CHALLENGE

Maximising play while learning in a small window of time. Validating new Tutorial.

Maximising play while learning in a small window of time. Validating new Tutorial.

SOLUTION

SOLUTION

Research study to validate learning and engagement of the new tutorials. Full scientific publication here.

Research study to validate learning and engagement of the new tutorials. Full scientific publication here.

IMPACT

IMPACT

Learning scores followed a normal distribution, where the T-statistic was less than the critical t-value

Learning scores followed a normal distribution, where the T-statistic was less than the critical t-value

IN DEPTH

IN DEPTH

HYPOTHESIS

HYPOTHESIS

"The newly designed Tutorials present a difference in learning from Quick Match, which is what the game had before"

"The newly designed Tutorials present a difference in learning from Quick Match, which is what the game had before"

LITERATURE ASSUMPTIONS

LITERATURE ASSUMPTIONS

Working memory and s/t memory (hippocampus) make up the Learn Loop, which ends up in the long-term memory (neocortex).

  • Cognitive learning is a change in experience, which changes knowledge.

  • Step-by-step objectives reduce cognitive load.

  • Bottom up (game to brain) and Top down (brain to game) interactions.

Working memory and s/t memory (hippocampus) make up the Learn Loop, which ends up in the long-term memory (neocortex).

  • Cognitive learning is a change in experience, which changes knowledge.

  • Step-by-step objectives reduce cognitive load.

  • Bottom up (game to brain) and Top down (brain to game) interactions.

GAME AND PLAYER INTERACTION

GAME AND PLAYER INTERACTION

Drawing of learn and game loop interaction. 1st highlight on key input before rappeling. 2nd player rappeling. 3rd feedback of completion.
Drawing of learn and game loop interaction. 1st highlight on key input before rappeling. 2nd player rappeling. 3rd feedback of completion.

Game loop: explains concept, objective, highlights input and roof.

  1. Learn loop: player understands and presses input.

  2. Game loop: gives feedback of completion and moves to the next task.

Game loop: explains concept, objective, highlights input and roof.

  1. Learn loop: player understands and presses input.

  2. Game loop: gives feedback of completion and moves to the next task.

COGNITIVE SCIENCE OF LEARNING

COGNITIVE SCIENCE OF LEARNING

Two main types of learning: conceptual and motor. Application to the Tutorials:

Two main types of learning: conceptual and motor. Application to the Tutorials:

Input

Input

Declarative Concept.

Primary Gadget:

Sledge Hammer

Declarative
Concept.

Primary Gadget: Sledge Hammer

Declarative Concept.

Primary Gadget:

Sledge Hammer

+

+

Procedural:

motor related.

Breach Wall

pressing CMI

Procedural: motor related.

Breach Wall
pressing CMI

Procedural: motor related. Breach Wall pressing CMI

+

+

Output
=
Player Completing Objective

Output
=
Player Completing Objective

EXPERIMENT DESIGN

EXPERIMENT DESIGN

Table of experimental design steps and precdure with metric analyzed.
Table of experimental design steps and precdure with metric analyzed.

INSIGHTS

X

X

Time to Completion to validate learning pace.

Time to Completion to validate learning pace.

YES!

YES!

Game knowledge to validate declarative and procedural learning scores.

Game knowledge to validate declarative and procedural learning scores.

X

X

Confidence Scale to validate confidence levels.

Confidence Scale to validate confidence levels.

X

X

Correlations between these variables.

Correlations between these variables.

Results validated that players were learning more than before. Learning scores followed a normal distribution, where the T-statistic was less than the critical t-value, validating our main variable but showing the others as insignificant. Full scientific publication here.

Results validated that players were learning more than before. Learning scores followed a normal distribution, where the T-statistic was less than the critical t-value, validating our main variable but showing the others as insignificant. Full scientific publication here.

INSIGHTS

X

Time to Completion to validate learning pace.

YES!

Game knowledge to validate declarative and procedural learning scores.

X

Confidence Scale to validate confidence levels.

X

Correlations between these variables.

Results validated that players were learning more than before. Learning scores followed a normal distribution, where the T-statistic was less than the critical t-value, validating our main variable but showing the others as insignificant. Full scientific publication here.