Effective Mitigation of Anchoring Bias, Projection Bias, and Representativeness Bias from Serious Game-based Training

AbstractAlthough human use of heuristics can result in ‘fast and frugal’ decision-making, those prepotent tendencies can also impair our ability to make optimal choices. Previous work had suggested such cognitive biases are resistant to mitigation training. Serious games offer a method to incorporate desirable elements into a training experience, and allow the use of mechanisms that enhance learning and retention. We developed a game to train recognition and mitigation of three forms of cognitive bias: anchoring, a tendency to be inordinately influenced by one piece of information; projection, an implicit assumption that others think or know what you do; and representativeness, judging the likelihood of a hypothesis by how much the available data resembles it. Participants were randomly assigned to play the training game once, twice spaced by 10 to 12 days, or a control condition that used a training video. External questionnaire-based assessments were given immediately post-training and 12 weeks later. Superior training was seen from the game. An independent group using our training game with their own novel bias assessment instruments (to which the researchers and game-developers had no access or content information) validated the key finding. These results demonstrate the viability and high value of using serious computer games to train mitigation of cognitive biases

218 - Marcia Moraes

School of Education, Center for the Analytics of Learning and Teaching.This study used learning analytics visualizations in the form of visual graphics of students’ spaced-retrieval practice (SRP) to support students’ reflection on their learning behavior and to learn from that exposure. Students did retrieval practice activities (RPAs) and after the last RPA, they received a visualization of their RPA attempt data and then were prompted with reflection questions. Results showed that most of the students engaged in behaviors oriented toward getting the highest score; they understood the benefits of SRP but did not engage in that behavior; and they wanted to compare their work and effort with their classmates

Analyzing Iterative Training Game Design: A Multi-Method Postmortem Analysis of CYCLES Training Center and CYCLES Carnivale

That games can be used to teach specific content has been demonstrated numerous times. However, although specific game features have been conjectured to have an impact on learning outcomes, little empirical research exists on the impact of iterative design on learning outcomes. This article analyzes two games that have been developed to train an adult audience to recognize and avoid relying on six cognitive biases (three per game) in their decision making. The games were developed iteratively and were evaluated through a series of experiments. Although the experimental manipulations did not find a significant impact of the manipulated game features on the learning outcomes, each game iteration proved more successful than its predecessors at training players. Here, we outline a mixed-methods approach to postmortem game design analysis that helps us understand what might account for the improvement across games, and to identify new variables for future experimental training game studies