Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source

Norah E. Dunbar; Matthew L. Jensen; Claude H. Miller; Elena Bessarabova; Yu Hao Lee; Scott N. Wilson; Javier Elizondo; Bradley Adame; Joseph Valacich; Sara Straub; Judee K. Burgoon; Brianna Lane; Cameron W. Piercy; David Wilson; Shawn King; Cindy Vincent; Ryan M. Schuetzler

doi:10.4018/IJGBL.2017100105

Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source

Norah E. Dunbar, Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu Hao Lee, Scott N. Wilson, Javier Elizondo, Bradley Adame, Joseph Valacich, Sara Straub, Judee K. Burgoon, Brianna Lane, Cameron W. Piercy, David Wilson, Shawn King, Cindy Vincent, Ryan M. Schuetzler

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.

Original language	English (US)
Pages (from-to)	86-100
Number of pages	15
Journal	International Journal of Game-Based Learning
Volume	7
Issue number	4
DOIs	https://doi.org/10.4018/IJGBL.2017100105
State	Published - Oct 1 2017

Keywords

Cognitive Bias
Confirmation Bias
Feedback
Fundamental Attribution Error
Training Game

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.4018/IJGBL.2017100105

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Dunbar, N. E., Jensen, M. L., Miller, C. H., Bessarabova, E., Lee, Y. H., Wilson, S. N., Elizondo, J., Adame, B., Valacich, J., Straub, S., Burgoon, J. K., Lane, B., Piercy, C. W., Wilson, D., King, S., Vincent, C., & Schuetzler, R. M. (2017). Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source. International Journal of Game-Based Learning, 7(4), 86-100. https://doi.org/10.4018/IJGBL.2017100105

Dunbar, NE, Jensen, ML, Miller, CH, Bessarabova, E, Lee, YH, Wilson, SN, Elizondo, J, Adame, B, Valacich, J, Straub, S, Burgoon, JK, Lane, B, Piercy, CW, Wilson, D, King, S, Vincent, C & Schuetzler, RM 2017, 'Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source', International Journal of Game-Based Learning, vol. 7, no. 4, pp. 86-100. https://doi.org/10.4018/IJGBL.2017100105

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abstract = "One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.",

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Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source

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Keywords

ASJC Scopus subject areas

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