Teaching Decision Making With Serious Games: An Independent Evaluation. (May 2017)

• Record Type: Journal Article
• Authors: Rhodes, Rebecca E.; Kopecky, Jonathon; Bos, Nathan; McKneely, Jennifer; Gertner, Abigail; Zaromb, Franklin; Perrone, Alexander; Spitaletta, Jason
• Other Names: Bush Rita M. guest-editor.
• Is Part Of: Games and culture. Volume 12:Number 3(2017)
• Page Start: 233
• Page End: 251
• Publication Date: 2017-05
• Subjects: serious games -- independent evaluation -- game intervention -- cognitive bias; Games -- Social aspects -- Periodicals; Video games -- Social aspects -- Periodicals; Computer games -- Social aspects -- Periodicals; Interactive multimedia -- Social aspects -- Periodicals; 303.4834
• DOI: 10.1177/1555412016686642
• Languages: English
• ISSNs: 1555-4120

Abstract

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.