Teaching Decision Making With Serious Games

An Independent Evaluation

Bibliographic Data

ID2409669
AuthorsRebecca E Rhodes, Rebecca Rhodes (Johns Hopkins University Applied Physics Laboratory, corresponding author), Jonathon Kopecky (Johns Hopkins University Applied Physics Laboratory), Nathan Bos (Johns Hopkins University Applied Physics Laboratory), Jennifer Mckneely, Jennifer A McKneely (0000-0002-4392-2772, Johns Hopkins University Applied Physics Laboratory), Abigail Gertner (The MITRE Corporation, Boston, MA, USA), Abigail S Gertner (0000-0001-5725-8772, Mitre (United States)), Franklin Zaromb (Research and Analytics International, Yad Binyamin, Israel), Franklin M Zaromb (0000-0003-2027-0924), Alexander Perrone (Johns Hopkins University Applied Physics Laboratory), Jason Spitaletta (0000-0002-8636-896X, Johns Hopkins University Applied Physics Laboratory)
Year2017
Volume12
Issue3
Pages233-251
Publication date2017-05-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueGames and Culture (JOURNAL)
Journal identifiersISSN: 1555-4120 • E-ISSN: 1555-4139
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1555412016686642
OpenAlexW2580172505
LanguageEN
Citations received4
References cited22

Game-based training may have different characteristics than other forms of instruction. The independent validation of the Intelligence Advanced Research Projects Activity (IARPA) Sirius program evaluated game-based cognitive bias training across several games with a common set of control groups. Control groups included a professionally produced video that taught the same cognitive biases and an unrelated video that did not teach any biases. Knowledge was tested immediately after training and after a delay. This article presents the results from the two phases of the Sirius program. Game-based training showed advantages in teaching bias mitigation skills (procedural knowledge) but had no advantage over video instruction in teaching people to answer explicit questions about biases (declarative knowledge). Overall, training effects persisted over time, and games performed as well as and in some cases better than the video-based instruction for knowledge retention. Our results suggest that serious games can be an effective training tool, particularly for teaching procedural knowledge

Cognition · Cognitive psychology · Control (management · Domain knowledge · Knowledge management · Mathematics education · Multimedia · Procedural knowledge · Set (abstract data type · Video game · Clinical Reasoning and Diagnostic Skills · Computer Science · Decision-Making and Behavioral Economics · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Artificial Intelligence

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